Unit4Writing教案- 高中英语人教版(2019)选择性必修第一册
Unit4ReadingforWriting课件高中英语人教版选择性必修第一册(完整版)
Para.3
B. Introduction of the topic
Para. 4 C. Recognize when students are distracted
Para. 5 D. Recognize when students are interested or bored
Para. 6 E. Distinguish when students are troubled
2. The main idea of the text:
I can know my students by their classroom body language.
Fast reading: match the main idea of each paragragh
Para.1 & 2
A. Conclusion
Pay attention to the first sentence and the last sentence
Structure of passage
Paragraph
Main idea
Paragra总ph 1 & 2 Introduction of the topic Paragraph 3 Recognize when students are interested or bored
Task Four 课文考点背诵
1. be interested in 对......感兴趣 2. make eye contact 眼神接触
3. make a joke 开玩笑
4. have a tendency to do sth. 有做某事的倾向
5. be amused by 被...取悦
Unit 4 Using Language(教案)-高中英语人教版(2019)选择性必修第一册
3.practice listening to make inferences;
4.grasp some expressions about asking for and giving clarification;
5.cooperate with group mates actively through checkingtheir writingstogether.
教学
主题
该部分的活动主题是“描述课堂里的肢体语言”（Describe classroom body language）。选择这一主题的目的是体现肢体语言与学生的学习以及教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。
教学
重点
1.引导学生在阅读前结合文章标题和图片做预测，培养学生的预测能力；
2.引导学生通过阅读语篇，理解课堂中肢体语言的含义；
3.引导学生掌握文章的脉络结构，学习文章中优秀的表达。
教学难点
1.引导学生运用所学知识，写一段话来描述自己的绘画所表现的肢体语言并解释其含义。
2.引导学生通过协作交流，相互学习，培养学生的合作精神。
2.引导学生听前做预测；在听中听懂并理解和讨论肢体语言的应用场景及相关对话；
3.引导学生能够在听力语篇中运用推理策略正确判断说话人的关系、对话发生的场景、说话人
的真实意图等。
教学难点
1.引导学生在口头交流中能运用澄清和要求澄清的口语策略完成有效的交谈；
2.引导学生能根据意群做适当的停顿，流利且自然地朗读文章。
备注
Reading+for+Writing写作课教案 高中英语人教版(2019)必修第一册 (9)
Unit4写作课教案Write a Summary of a News ReportI. Teaching Objectives1. By the end of this lesson, students will be able to:- Understand the basic structure and components of a news report.- Use appropriate vocabulary and grammar to write a concise summary of a news report in English.- Analyze the main ideas and supporting details of a news report.2. Students will also be able to apply their critical thinking skills to evaluate the accuracy and reliability of a news report.3. Through this lesson, students will develop their ability to communicate effectively in English, both orally and in writing.II. Learning Situation AnalysisThis lesson is part of the "Basic English" course for high school students, which focuses on developing their English language skills at the beginning level. The students have a basic understanding of English grammar and vocabulary, but they may struggle with expressing complex ideas in written English.III. Key Points and DifficultiesThe key points of this lesson are:- The structure and components of a news report.- The use of appropriate vocabulary and grammar to write a summary.- The analysis of the main ideas and supporting details.The difficulties that students may encounter are:- Using correct English grammar and vocabulary to express complex ideas.- Identifying the main ideas and supporting details in a news report.- Evaluating the accuracy and reliability of a news report.IV. Teaching Process1.Warm-up (5 minutes):Begin by asking students to share a news report they recently read or watched, and ask them to identify the main idea and supporting details. This will help activate their prior knowledge and prepare them for the new topic.2.Presentation (15 minutes):Show students an example of a news report and explain its structure and components. Then, model how to write a summary of the news report in English, using appropriate vocabulary and grammar. Finally, guide students in analyzing the main ideas and supporting details of the news report.3.Practice (15 minutes):Divide the class into groups and give each group a news report to summarize. Afterward, have each group present their summary to the class and discuss any differences or similarities among their summaries.4.Production (10 minutes):Have students write a summary of a news report on a given topic, using the techniques and strategies learned in class. Encourage them to use their critical thinking skills when evaluating the accuracy and reliability of the news report.5.Closure (5 minutes):Review the key points and difficulties of the lesson, and encourage students to ask questions if they have any doubts or confusions about the content. Also, provide them with some additional reading materials or exercises to further practice their English writing skills.V. HomeworkAfter finishing this lesson, students should:1. Read at least one more news report and try to summarize it in English, paying attention to its structure, components, and main ideas.2. Write a short essay in English about their experience in this lesson, including what they learned, what challenges they faced, and how they overcame them. They should also evaluate the accuracy and reliability of the news reports they read/watched during this week, based on their own judgment and critical thinking skills.。
Unit 4 Natural Disasters教学设计-高中英语人教版(2019)必修第一册
指导思想1.普通高中英语课程标准根据《普通高中英语课程标准（2017年版）》，英语课程教学将秉承“立德树人，学科育人”的教学理念，明确以培养英语学科核心素养为课程目标，聚焦发展学生的语言能力（基础要素）、文化意识（价值取向）、思维品质（心智特征）和学习能力（发展条件）。
关注学科育人价值，关注学生思维发展，关注核心素养落地。
2.课程六要素整合理念六要素为主题语境、语篇类型、语言知识、文化知识、语言技能和学习技能。
课程六要素是一个相互关联的有机整体，共同构成核心素养发展的内容基础。
学生围绕某一具体语境，依托不同类型语篇，运用语言技能获取、梳理、整合语言知识和文化知识，并运用各种学习策略，提高理解和表达的效果。
3.英语学习活动观英语学习活动观是一种遵从“育人”理念，以英语学科核心素养为目标，学生为主体教师指导的教学活动组织形式。
该教学主张由三类具有关联性、递进性的学习活动构建，依次是学习理解类活动、应用实践类活动、迁移创新类活Step 3: First reading (8 mins):news Tsunami Hits Asia: Over 6,500 Dead, T asks Ss to make a judgement of a sample summary and then write a summary of their own version.Here is one summary of the news report.Read and check the main points it includes. Then write your own version.Writing1)Firstly, ss read the text and write a list of main elements(details), filling the first column of the table. T then give the suggested answers.P1: Strange things happened in the countryside before the earthquake.P2: An earthquake hit Tangshan, China on 28 July 1976.P3: More than 400,000 people were killed or badly injured.P4: Nearly everything in the city was destroyed.P5: The government and soldiers came and began rescuing and rebuilding the city.2)After that, ss write down the main idea of each paragraph based on the elements(details) in the first column, filling the second column of the table.Step 7: Drafting (15 mins)Step 9: Revising (5 mins)Ss get back their draft back and revise it according to the feedback they get from their partners. Students are encouraged to put forward questions on what they are not understand.Homework。
Unit+4+Reading+for+Writing+教案 高中英语人教版(2019)必修第一册
Unit4写作课教案Write a Summary一、Teaching Objectives:1. Students will be able to identify and analyze the key information in a news report.2. Students will be able to write a concise and accurate summary of a news report.3. Students will be able to improve their reading comprehension and summarization skills.二、Teaching Points and Difficulties:1. Identifying the main idea and supporting details in a news report.2. Writing a clear and concise summary without including personal opinions or biases.3. Enhancing students' ability to comprehend complex information and express it in a summarized form.三、Student Analysis:The students are at an intermediate level of English proficiency, with a good grasp of basic grammar and vocabulary. However, they may struggle with understanding complex texts and expressing their thoughts clearly in writing. They should have some experience with reading newspapers or online news articles.四、Teaching Process:1. Warm-up (5 minutes)●Begin by asking students about their daily routines and how they access news.This will help them understand the importance of news reports in our lives.●Discuss different types of news reports (e.g., local, national, international) andthe purpose of each type.2. Reading and Analysis (15 minutes)●Present a news report on in the textbook and summaize the main idea of eachparagraph.●Ask students to read the report carefully and identify the main idea, supportingdetails, and any important quotes or facts.●Guide students in analyzing the structure of the report, such as the headline, leadparagraph, body paragraphs, and conclusion.3. Writing Activity (20 minutes)●Divide students into small groups and give each group a news report on adifferent topic.●Instruct them to write a summary of their chosen report, focusing on the mainidea and key supporting details.●Encourage them to use transition words and phrases to connect their summarywith the original report.●Allow time for students to revise their summaries and share them with the class.4. Sharing and Feedback (10 minutes)●Have each student present their summary to the class and explain their reasoningbehind their choices.●Encourage other students to ask questions or provide feedback on thepresentations.●Assign points based on the clarity, accuracy, and coherence of the summaries.5. Homework (5 minutes)●Ask students to find another news report on a topic of their choice and write asummary for homework.●Encourage them to use the strategies learned during class to improve theirsummaries.五、Assessment:●Class participation and engagement during the reading and analysis activity.●Quality of the summaries written by each student during the writing activity.●Understanding of the main ideas and supporting details in the selected newsreports during the sharing and feedback session.。
Unit 4 Reading for Writing 教学设计高一英语(人教版必修第一册)
必修第一册Unit 4 Natural Disasters教学设计Period 4 Reading for WritingTeaching material: Write a summaryTeaching objectives: In this lesson, the students will1. read a news report and learn about the basic elements and language feature of a news report2. write a summary for a special reports of a major news eventDifficult and focal point: Guide the students to learn about the language features of news reports and write a summary for a news reportTeaching aids: PowerPoint, blackboardTeaching approaches: PWP Teaching MethodTeaching procedures:Step 1 Lead in Watch a videoWatch the video and answer the following questions.1.What is a tsunami?2.What causes it?3.Will it cause great danger to human beings?Step 2 Pre-writingActivity 1 PredictionWhat can you see in the picture above the news report?Look at the headline “Tsunami Hits Asia: Over 6500 Dead” and the picture, guess what will be talked about in the text?Activity 2 Pre-readingWhat type of text is it?Where is the text taken from?Activity 3 Read for detailsRead the text, answer the following questions.1. What happened in the news report?2. When and where did it happen?3. What caused it?4. What were the effects/results?Activity 4 Read for language features1.What elements of a news report do the questions above refer to?Event, date, place, cause and result2.Is the picture necessary to the news report? Why or why not?Yes. Because the picture can catch readers’ attention and arouse their interest in the news report. Itcan also make the news report visually clearer and more convincing.3.How does the author develop the news report?A.By making comparisonB.By listing figuresC.By analyzing cause and effectD.By giving examples4.Why does the author list so many numbers in the report?To make the report more convincing.5.What other method does the author use to make the report more convincing? By means of citing a quote from a witness.Step 3 While-writingActivity1 Read the summary of the news report. Check the main points it includes.Activity 2 Drafting Task 1Task 2Task 3Step 4 Post-writingActivity 1 Evaluation1. Exchange your drafts and access each other’s work according to the checklistActivity 2 PolishingGet your draft back and revise it according to your partner’s comments. Activity 3 Present your page to the class.Step 5 Language pointsActivity 1 PhrasesActivity 2 Important wordsStep 6 HomeworkRead the text on page 92 and write a summary of it.。
Unit+4+Using+Language+教学设计 高中英语人教版(2019)选择性必修第一册
选择性必修一Unit 4 Using Language【Teaching Objectives:】1.Teach students to recognize and interpret body language cues.2.Enable students to understand the emotions and feelings behind different body language expressions.3.Create a classroom environment where students feel heard and supported.【Teaching Key and Difficult Points:】1.How to effectively teach students to recognize and interpret different forms of body language.2.How to encourage students to apply their understanding of body language in practical situations.【Teaching Procedures:】Step 1: Lead-inBegin the class with a discussion on the importance of non-verbal communication. Show a short video clip or images illustrating various forms of body language. Engage students in a brainstorming session on what they already know about body language. Highlight the idea that body language can convey emotions, intentions, and feelings.Step 2: Post-readingProvide students with the article "How Do I Know My Students?" from which you've extracted examples of body language.In pairs or small groups, have students read and discuss the article. Ask students to identify instances of body language described in the article and how they relate to the emotions or thoughts of the individuals.Step 3: While-readingActivity 1.1. What does the author suggest about students who lean forward in class?A) They are daydreaming. B) They are engaged and interested.C) They are angry or afraid. D) They are distracted.2. According to the article, why might a student hide their face in their hands?A) They are embarrassed or ashamed. B) They are excited about the lesson.C) They want to avoid eye contact. D) They are happy.3. Why does the author emphasize the importance of reacting to body language in the classroom?A) To make students uncomfortable. B) To assess students' academic abilities.C) To create a supportive learning environment.D) To encourage students to speak more in class.Activity 2. Present a list of common body language cues (e.g., eye contact, facial expressions, posture, gestures). Discuss each cue's meaning and how it can vary in different contexts.Activity 2. Show images or short video clips of people exhibiting various forms of body language. Have students analyze and interpret the body language cues in these examples.Step 4: Post- readingActivity 1. Provide students with real-life scenarios (e.g., job interviews, social interactions, classroom situations). In pairs or small groups, have students role-play these scenarios while paying attention to their body language. Encourage peer observation and feedback on body language cues during role-play.Activity 2. Lead a class discussion on the importance of empathy in understanding others. Discuss how recognizing body language can lead to more empathetic communication. Have students share their insights and experiences on how body language affects their daily interactions.【Homework Assignment】Assign students to observe and record instances of body language in their daily lives.Have them reflect on how recognizing body language influenced their interactions.Encourage students to write a short reflection essay or share their experiences in the next class.。
Unit+4+Reading+for+Writing写作课教案 高中英语人教版(2019)必修第一册
Unit4写作课教案"Write a Summary of a News Report"I. Teaching Objectives1. Students will be able to write a concise and accurate summary of a news report in English.2. Students will be able to understand the main points and key details of a news report.3. Students will be able to use appropriate language and expressions when summarizing a news report.II. Student AnalysisThe students have a basic understanding of English grammar and vocabulary, but they may struggle with expressing their thoughts in written English. They also need to improve their ability to extract important information from a news report.III. Teaching Key Points and DifficultiesTeaching Key Points:1. The importance of reading the news report carefully before writing the summary.2. How to identify the main idea and supporting details of a news report.3. Using clear and concise language to express the main points of a news report in a summary.Teaching Difficulties:1. Encouraging students to think critically about the news report and identify its key points.2. Helping students to organize their ideas effectively when writing a summary.3. Encouraging students to use correct grammar and vocabulary in their writing.IV. Teaching Process1. Warm-up (5 minutes): Begin the class by asking students to share their opinions on recent news stories they have read or heard. This will help them become more engaged in the topic and prepare them for the task at hand.2. Introduction (10 minutes): Introduce the concept of writing a summary of a news report and explain the importance of this skill for future academic and professional endeavors. Discuss the key elements of a good summary and provide examples of effective summaries.3. Reading and Discussion (15 minutes): Divide students into small groups and give each group a news report to read and discuss. Ask them to share their thoughts on themain idea, supporting details, and any questions they have about the report. As a class, discuss the key points raised by each group and clarify any misunderstandings.4. Practice Writing (20 minutes): Provide students with a sample news report summarization prompt and ask them to write their own summaries in pairs or small groups. Encourage them to use the key points they identified during the reading and discussion phase to structure their summaries effectively.5. Feedback and Revision (10 minutes): Have students exchange their summaries witha partner or small group and provide feedback on their work. Discuss common errors or areas for improvement and provide guidance on how to revise their summaries for clarity and accuracy.6. Homework (5 minutes): Assign students to write one more news report summary ona topic of their choice, using the skills they learned during the class session. Encourage them to proofread their work and submit it for feedback on the next class day.V. After-Class Workout1. Review key points from today's lesson and summarize what was covered in class.2. Read through sample news reports and identify the main idea, supporting details, and any questions they have about the report.3. Write a brief summary of the news report, focusing on the main points and key details mentioned above.。
人教版必修第一册UNIT4 Reading for Writing板块教案
人教版必修第一册UNIT4 Reading for Writing板块教学设计教材分析：【What】阅读材料1 TSUNAMI HITS ASIA:OVER 6500 DEAD是一篇2004年有关亚洲海啸的新闻报道。
报道中主要提及海啸发生的时间、成因（近40年来最强烈的一次地震）及其对沿海国家印度尼西亚、索马里半岛、斯里兰卡、印度、泰国等国家造成的人员伤亡情况；材料2 summary是前一篇报道的摘要，简明扼要地介绍了海啸发生的时间、地点、造成的伤亡情况。
材料3：The Night the Earth didn’t Sleep为本单元第2、3节课的一篇新闻报道，主要讲述了唐山大地震发生的整个过程；【How】新闻报道的特点是，文字简洁明了不啰嗦，所表达的观点客观中立不偏向。
材料一是运用大量数词说明海啸造成的严重后果，并分国家列出。
材料2 Summary部分仅用3句话概括了此次海啸情况。
语言高度凝练概括。
材料3 the Night the Earth didn’t Sleep 的语言精练，准确，信息含量大。
文章前后逻辑关系较强，联系紧密。
【Why】新闻报道的目的是为了说明何时、何地发生了何事。
这样的文体写作能让读者很快抓住文章主旨，获取信息。
材料1和材料2进行对照，起到很好的比较、归纳的作用。
学生不仅能够循序渐进地掌握概要写作的定义及方法。
材料3以其清晰的文章脉络结构及语言组织，使得学生比较容易归纳出各段的段落大意，而这恰恰是概要写作的重要一环。
学情分析：1.高一年级学生有一定的形象思维能力，能够进行简单的推理。
但相比先被告知定义再去做练习的演绎法，学生更容易接受从现象到本质的归纳法，所以读写结合的方法也正是为了适应学生的思维发展特点而采取的一种教学方法。
但是，学生的总结规律，发现事物的能力还不是很强，所以需要老师给予适当的引导和帮助。
2.通过前几节课的学习，特别是第2、3节课对材料3的精读，学生已经初步掌握了一些关于自然灾害的词汇，并已经梳理出了每一段落的段落大意，学生在此基础上能够很快找出各段落中的主要信息。
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.
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Writing---How to improve our English writing abilitythrough English diariesLearning goals:1. Summarize what we have achieved by keeping English diaries.2. Learn some writing skills to improve our writing.3. Learn to use the writing skills to write an English diary.Emotional goals:Arouse the students’ interests in writing English diaries and strengthen their determination to keep an English diary.Learning important points:How to improve the students’ writing ability.Teaching aids:The multi-media and a smartphone.Learning procedures:Part I: Our diariesYou have been writing English diaries for more than one year. Have you improved your English writing through keeping an English diary?Enjoy some of the students’ diaries.short longChanges poor handwriting better/beautiful handwritingWriting ability has been proved.Your diaries have witnessed your progress and growth. I hope you can keep on writing your diary and I’m sure it is useful for you to improve your writing ability.Part II Writing skillsHow to better/polish our diaries?Skills1 VocabularyUsing advanced or specific words/expressions(合理使用高级词汇、短语) Practice:用合适的词汇、短语替换划线部分。
(1)The holiday is coming.The holiday is__approaching/around the corner.__(2)overcome difficulties;overcome _obstacles/challenges______(3)be important;be _of great importance/significance____(4) Now we realize the importance of environmental protection.Now we are aware of the importance of environmental protection.(5) 我英语很好。
I’m good at English.I __have a good command of English.______(6) 感谢你的帮助。
Thank you for your help.I’m __grateful_ for your help.I want to _express my gratitude / appreciation_ for your help.Skills 2 Using varied Sentence patterns灵活运用各种句型如：定语从句、名词性从句、倒装句、强调、分词作定语状语、被动语态、虚拟语气、with的复合结构等。
Rewrite the sentences according to the instructions.(1)There is something wrong with the headphones. This makes me extremelyunhappy. (用定语从句连接成一句话）(2)The beautiful scenery impressed me most. (用what 引导的主语从句改写句子。
）(3)We organized an activity for donating books, and hoped to help children in poor mountainous areas.（分词做状语）(4)This visit not only broadened our horizons, but also aroused our interest in science.(将not only 置于句首倒装）(5)We will organize an English competition next week. (改成被动句）(6)Hard work and determination led him to success. (改成强调句）Skills 3 Thinking in English英语思维模式E.g. 学生作文句子：Not experience the wind and rain, how can I see the rainbow?（chinglish & grammatical mistake ）A possible version：Only when we have gone through the storms will we enjoy the beauty of the rainbow. Part III Write a diary1. Appreciate some photos of the students taken in Tai Ji Xia 。
What do these photos remind you of?Do you still remember your spring outing to Tai Ji Xia a month ago?2.Writing task我校于4月13日组织了同学们到太极峡(Tai Ji Xia)春游，请以此为主题写一篇日记。
(1)7:00从学校门口乘坐巴士出发，一路欢歌笑语。
(2)9:30到达目的地。
太极峡绿水青山，景色优美。
(3)主要活动：比如登山、走玻璃栈道…..(4)感受（注：不可逐字翻译，可适当添加细节。
）春游：spring outing 玻璃栈道：glass bridge3. Writing guidanceWhat should be paid attention to while writing a diary?The format(格式）:星期、日期左上角，天气右上角eg: Saturday 13th, April sunnyTense(时态): 一般过去式为主Person(人称)：第一人称A diary recording an activity should include: when、where、who、what、how Text Structure(篇章结构）:Para1: the beginningPara2: the main body (the journey, the activities…)Para3:the end (your feelings, importance…)Useful words and expressions:set off ，gather , get on/ get off the bus, arrive at/reach the destinationthe beautiful scenery, can’t wait to , climb the mountain, walk on the glass bridge take photos, share food, free performance, what impressed/attracted me most provide us with the opportunity, beautiful memorycommunication, friendship…4. Writing the diary5. Appreciating the diary学生写完日记后小组内相互交换欣赏，选出写的好的日记。
选取学生不同档次的几篇日记，用西沃助手投到多媒体屏幕上，同学们一起欣赏，指出错误及精彩之处，然后一起给该日记打分。
6. A possible version.Saturday 13th, April sunnyTo provide us with an opportunity to get close to the nature, our school organized a spring outing to Tai Ji Xia.At 7 o’clock we gathered at the school gate, where the buses were waiting for us. We had a happy journey with songs and laughter all the way. We reached our destination at 9:30.The moment we got off the bus, we were attracted by the beautiful scenery---the clear river and green mountains decorated by colorful flowers. Breathing the fresh air, we couldn’t wait to climb the mountains. What impressed us most was the scary glass bridge. We also had free performances, which lighted up our spirit. Taking photos and sharing food were also part of the happy moments.Tired as we were, we felt quite happy because it left us beautiful memories. SummaryWhat have you learned in this class?(学生总结和老师总结)Homework:Finish and polish your diary.。