人教版英语必修三Unit 2(Writing)教学设计
教学设计
【教材分析】
本节课是人教版的B3U2Healthy eating ,本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
本节课是关于健康话题的写作，让学生运在学生充分理解了课文，熟记了本单元的相关单词短语和句式后用所学知识进行相同话题的写作，体现了学以致用的目的。
从Reading, Writing 两方面训练学生的学习技能，完成语言的输入性学习和输出性训练的过程。
最重要的是，通过写作文这个操练过程，让学生从思想上真正的重视合理膳食的重要性，并从生活中做到合理膳食，从而实现这个单元的最终的教育意义即情感目标---合理膳食，健康一生。
【学情分析】
1.此节课的教学对象是高一年级的学生，他们的智力发展趋于成熟，认知能力比刚入学时有进一步发展，逐渐能用英语来获取信息、处理信息、分析问题和解决问题。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
作为直升班的学生，英语基础相对而言较好，他们对饮食这个话题比较感兴趣。
2．我校翻转课堂升级到2.0版，利用创课学堂教育平台，更加注重学生学习过程管理，让学生在自学，互学，助学等方面增加体验，同时利用同屏推送，在线点评，小组讨论，课堂互动等。
互动课堂的应用为这节作文课尤其是展示点评环节提供了技术支持。
3.本节课是关于健康话题的写作，让学生运在学生充分理解了课文，熟记了本单元的相关单词短语和句式后用所学知识进行相同话题的写作，体现了学以致用的目的。
而且，本节课学案设计中第一部分是话题阅读，让学生阅读文章并从中寻找出有关健康话题写作所需要的单词短语和句式，从Reading, Writing 俩方面训练学生，完成语言的输入性学习和输出性训练的过程。
学生在写完作文后，进行展示点评，锻炼了学生的展示能力。
最重要的是，通过写作文这个操练过程，让学生从思想上真正的重视合理膳食的重要性，并从生活中做到合理膳食，从而实现这个单元的最终的教育意义即情感目标---合理膳食，健康一生。
【教学重难点】掌握健康话题的相关知识并且利用本单元所学的内容进行写作和二次创作【教学方法】任务型教学方法合作学习法
【教学目标】
1.通过话题阅读，了解健康生活的基本知识，背诵和记忆有关健康生活的写作佳句。
2.灵活运用健康话题的知识并结合本单元所学，使用精彩句式进行写作和二次创作。
3.通过小组合作，提高自己写作能力并树立健康膳食意识，养成好的生活习惯，健康生活一辈子。
【教学手段】多媒体，Pad,微课，创课平台，互动课堂
【教学过程】
Step 1 Lead- in
设计目的：用利用短视频导入，把学生的注意力转移到课堂学习中来，调动学生愉快的学习情绪。
然后利用两个问题：1.What can we learn from the video ? 2.what can we do to eating healthily?让学生反思，为下面作文写作做铺垫。
Step 2 Pre-writing
进行话题阅读，并完成话题阅读反馈。
如有需要学生课观看微课。
设计目的：读是信息输入的重要手段之一，采用泛读方式，培养学生良好的阅读习惯和快速捕获信息的能力，为接下去的写作整理出有利的信息。
逐步引入此写作的话题，呈现一些健康生活的相关单词，短语和句式，让学生自己观察、总结、归纳。
同时微课中给出了演讲稿的语言特点和结构特点，提供范例, 引导学生归纳出英语演讲稿的写作框架，为写的训练积累了必要的素材。
Step 3 While-writing
Ask the students to write the passage with the help of what the students have learnt this class and the knowledge of Unit 2.并且，写完后马上将自己的作品拍照上传。
设计目的：让学生熟记了本单元的相关单词短语和句式后用所学知识进行相同话题的写作，体现了学以致用的目的。
学生写完之后。
拍照上传至互动平台，便于老师掌握整个班的书写速度
Step 4 Post-writing
1.合作提升
1).小组内互相批阅作文并讨论写作中遇到的疑难点:（写作中不会表达的地方,不确定的地方,语法错误）并欣赏对方精彩句式。
让学生把本组的写作在讨论之后解决不了的疑难点写在黑板上等待老师和其他同学帮忙解答并且分享至少一个优秀句子供学生积累，为二次创作积累优秀句式。
2).小组讨论选出一篇最佳代表作，拍照上传给老师并准备展示在线点评。
2.疑难突破
教师对学生上环节提出的写在黑板上的疑难点进行解答。
教师可以采用问问题的方式一步步引导学生回答。
在解决完之后，马上跟踪练习。
3.学生在线点评本组最佳作文。
教师补充学生点评中忽视的问题。
4.老师将范文利用推屏手段，推送到学生的Pad上，让学生欣赏范文。
设计目的：采用小组互相评价作品的方式，为学生提供足够的学习空间和交流机会。
学生在修改后，鼓励他们展示自己的学习成果，与大家分享，体验成功的喜悦，教师从宏观上把握课堂节奏,适时对学生的作品进行评价，把学生因领悟不全或分析不到的地方加以指出，既能达到改正效果，又能提高学生的自主分析和学习能力。
Step 5 Re-writing
请同学们根据讨论和展示点评以及范文所学到的内容，改正自己作文中的错误，迅速完成二次创作。
设计目的：将讨论和展示点评以及范文所学到的内容立刻运用到写作中，完善自己的初次作文，做到学以致用。
Step 5课堂总结和评价
1.让学生根据两次创作进行一次关于How to live a healthy life 的演讲
2.回扣学习目标，带领学生回忆整堂课是否完成教学目标
3.利用互动课堂在线投票选出本节课最佳表现个人和最佳表现小组
设计目的：进行演讲，使本节课的读和写的所学内容最终以说的形式，不但锻炼了说的能力而且内化提升本节课所学，实现本节课情感目标。
评出本节课最佳表现个人和最佳表现小组让学生向榜样学习，反思自己的课堂行为和
学习效率，不断提高自己的课堂表现。
【教学反思】
本节课主要采用过程教学法训练学生的写作。
包括写作前阶段，写作阶段和写后修改编辑阶段,写作前已经进行了大量的语言输入，有效的写作指导，学生熟悉了必要的语言表达形式和语篇结构；二是写作的内容和形式都较贴近学生的实际生活，贴近真实的交际行为，难度较小。
在合作学习中促进学生写作能力的发展。
刘道义曾指出“写作不能仅仅理解成个人行为，因此在教学中不宜总是采取学生单独写出作文来让教师批改的模式，而应该提倡学生开展两人或数人小组活动，通过讨论合作完成写作”。
传统的英语写作评价标准过多地注重学生语言的准确性，而忽视了文章的整体性和流畅性。
因此教师对学生写作的评价应该扩大视野，从不同角度去评价学生的写作成果。
通过小组互评的形式，学生之间互相借鉴，取长补短，教师给予必要的指导。
学生在听取其他同学和教师的意见后进行修改，使其写作水平得到进一步提高。
注意体现新课程改革的精神。
在时间安排充足的情况下，教师应从学生的学习兴趣、生活经验和认知水平出发，创设生动和逼真的情景，在轻松、民主的教学氛围中，鼓励和倡导学生积极参与、主动思维、大胆实践。
教师的科学引导是前提，学生的有效参与是关键。
在师生高效合作下，写作课真正达到效果。
本节课我充分利用创课学堂教育平台，更加注重学生学习过程管理，让学生在自学，互学，助学等方面增加体验，同时利用同屏推送，在线点评，小组讨论，课堂互动等提高了学生的积极性和参与性。
山东省昌乐一中2016级
高一英语翻转课堂课时学案
班级小组姓名________ 使用时间______年______月______日编号 3-2-7/8。
Unit 2 Reading for Writing课件-高中英语人教版(2019)选择性必修第三册
Using Language
Two students attended the summer camp organised by the
magazine Healthy Life and wrote to the editor. Read the letters
高中开始后，我感到压力重重，总是通过玩电脑游戏来放松自己。我十分着迷，没日没夜 地打游戏。打游戏很好玩，但过后我却感到更加疲惫不堪！因此，夏令营之后，我意识到 调整自己的生活方式是非常重要的。我决定掌控自己的生活，寻找其他的放松方式。
Language points
I got so absorbed that I played the games day and night. 我十分着迷，没日没夜地打游戏。 be absorbed in... =absorb oneself in... 全神贯注于... eg. Now that you have realized your time is limited, you should be absorbed in your study. = Now that you have realized your time is limited, you should absorb yourself in your study. 既然你已经意识到你 的时间有限，你应该专心学习。
passion
many toothaches
well
sleep and dizzy
flu easily
eat no sugar exercise regularly
passion
many toothaches
well
高中英语 人教版教材必修三 unit 2 reading for writing课件 15张ppt
dreamed that the God put his finger on his
tongue. When he woke up, he could speak!
So he told all kinds of stories to his companions.
Then a monk wrote down Aesop’s stories.
animals as characters;
Aesop’s Fables
1. All fable stories are moral
stories. (√ )
2. All moral stories are fable
stories. ( ×)
2
2
Aesop’s Fables
It was written by Aesop, a slave in ancient
(What happened to sb)
(What he/she did)
Person
Experience
Emotion
Response
Milkman
crashed into the stone
angry
went away
Woman with water
Other villagers
Young girl
That is how the Aesop’s Fables cose that laid golden eggs
Q. What lesson can we learn from the fable story?
Don’t be greedy（贪婪的）. Otherwise ，you will lose everything!
Unit 2 Reading for writing 课件 -高中英语人教版(2019)必修第三册
24. 直到上课铃响他才到。 He __d__i_d_n_’___t_a__r_r_iv_e__u__n_t_i_l__ the bell had rung. 25. 如果很多人都说一部电影不好，我不会去看，或者 我会一直等到DVD版出来才看。 If a lot of people say a film is not good, I won’t bother to see it, or I will w__a__it__u_n__t_il__it__c_o__m__e_s__o_u__t_o__n__D__V_D___.
Analyse the structure of the text.
Part 1 para. _1_-_2_
Why the king wanted to t_e_a_ch__h_is__p_eo_p_l_e_a_l_e_s_so_n and what _h_is_i_d_e_a_ was.
THE STONE IN THE ROAD
(5)Don’t come tomorrow.I’d rather you came (come) next weekend.
(6)I would rather watch TV at home than go to the cinema. (7)We went by sea,but I’d rather have gone (go) by air. (8).Tu Youyou is the first Chinese_to__w_i_n_(win) the Nobel Prize in natural sciences.
Paragraph 1: Basic information about the story
How to write a review
Reading for Writing 课件-2022-2023学年高中英语人教版必修第三册
If you only like to listen to good words, you are likely to be cheated. Use your brain to analyze things. Don't believe others' words eallow the laws of nature. Being too eager for something always makes it worse.
in the story learnt anything. For Would you recommend this story to this reason, I think there are
others?
better stories that can be used to
impress on people the need for
Book 3 Unit 2
Reading for Writing
Share your opinions about a moral story
Leading in
The Race Between Tortoise And Hare
Modesty helps one go forward, whereas conceit(自负) makes one lag behind
Unit+2+Reading+for+Writing高中英语人教版(2019)必修第三册
Learning
Reading
Thinking
Writing
Evaluating
book review (书评）
para1：①故事的标题 ②故事的类型 （ 1句话 ）
angry
Women with water tripped over limped away
sad
Young girl
worked all day pushed ... with all her might
surprised
Learning
Reading
Thinking
Writing
Evaluating
路上的石头 挡道的石头
What will you do if you come across a big stone in the middle of the road?
walk across it ignore it trip over --- get angry move it away ...
The ______________ in our road to _________________
danger setback barrier
As an individual As a citizen
a better life a better world
Learning
Reading
Thinking
Your opinion
Your analysis
the main plots of the story are... the language is The fable mirrors/reflects/The
Unit 2 Morals and Virtues (教学设计)高一英语(人教版2019必修第三册)
Unit 2 Reading and Thinking 教学设计1.教师带领学生回顾非谓语动词三种形式。
1. 介绍动词v-ing形式相关知识结构：“do＋ing” 构成, 其否定形式是“not doing”, V-ing 可以带宾语或状语构成V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。
2.动词v-ing形式作状语的用法。
读句子，思考以下问题：①. V-ing 作状语可以表示哪些情况？②. V-ing 作状语应注意什么？1) Hearing the bell, the students rushed to the school canteen.2) Not knowing the answer to this question , he turned to his deskmate.3) The two girls stood there for half an hour talking about the boys who were playing basketball.4) The COVID-19 broke out throughout the world,causing hundreds of thousands of deaths.5) Working harder, you will make some progress.作用：动词-ing形式是非谓语动词的一种，兼有动词和形容词的特征，在句中可作表语，定语，宾语补足语和状语，一般表示进行或主动的意思。
动词-ing形式用作状语时，其逻辑主语必须与句子的主语一致，动词-ing形式所表示的动作和句子的主语是主动关系。
板书：Homework:1. Finish the exercises in Learning English.2. Preview Listening and Talking on page 7.课后反思本节课的学习目标基本达成，学生能够运用动词v-ing形式较熟练描述人物行为。
人教版英语必修三unit2-using-language教学设计
教
学
难
点
How tomake the students express their ideas more actively
Part 3 Role play(6 minutes)
Imagine one of you is a skinny girl, the other is a fat boy. One day,you came across with each other on the street.Make a dialogue with your partner.
A. she thought he was a new customer
B. she thought he had spied on her restaurant
C. she was told he was a spy
D. he was too fat
3. From the second paragraph we can see that __________.
Part5 Homework (2 minutes )
修改补充
板书设计
Unit 2 Come and eat here (2)
Para 1 Wang Peng felt happier, Yong Hui was angry
Para 2 Wang invited Yong to sit and eat in his restauranutes)
Para1 They combined their menu and finally got married.
Unit2 Morals and Virtues (教学设计)-高一英语(人教版2019必修第三册)
Unit 2 Listening and Speaking教学设计1.教师请学生开展头脑风暴，罗列出中国美好道德与品德有关表达。
T: Can you list some Chinese good traditional morals and virtues?2.教师列举两个道德困境的例子，启发学生思考道德困境的定义。
T：Who would you rescue first if your mother and I fell into the river at the same time?A moral dilemma is a situation in which you have two or more difficult choices to make. If you choose one, you might get in trouble for not choosing the other(s).1.根据图片回答下列问题1) What moral dilemma is the boy in the picture facing?2) Describe a dilemma that you have faced.2.听第一段对话后完成表格。
3. 引导学生关注听力策略，完成练习3.Listen for attitudesWhen you listen, you should pay attention not only to the words but also to HOW the speaker is talking. If people strongly disagree with something, they might exaggerate their intonation. If you hear people speaking very quickly or loudly, they may be excited or angry. If they speak slowly or stop often, they may be confused or not sure about what they are saying.Listen again and decide whether the statements are true (T) or false (F).①Jane is eager to share the magazine article with Luke.②Luke doubts that young people face moral dilemmas all the time.③Jane admires what the girl in the story did.④Luke doesn’t believe anybody would do what the girl in the story did.⑤Jane wonders how the girl became a doctor later.4.听对话回答问题。
高中英语 人教版 必修第三册 Unit2 Reading for Writing课件
Para.1
• What is the title of the story?
Basic information • What kind of story is it?
about the story • What is the main idea of the story?
Para. 2 Your analysis of
• What did you like about the story?
• What did you not like about the
story?
ቤተ መጻሕፍቲ ባይዱ
• Would you recommend this story to
others?
11
Write a review of the fable.
12
Find out the outline.
Paragraph
Main idea
1
Basic information about the story
2
Your analysis of the story
3
Your opinion about the story
10
Find out detailed information according to the outline.
the story
• What is the author's purpose? • Were the details of the story clear? • Do you think the story achieved its
purpose?
Para. 3 Your opinion about the story
新人教版高中英语必修3Unit2 Healthy eating教案2
Unit 2 Healthy eatingThe Third PeriodContents: Reading (We are what we eat)Teaching Aims:1.Improve Ss’ reading skills and abilities.2. Learn how to read about the Argumentative Writing (types of the article).3.Talk about problems and solutions.Teaching procedures:Step 1. Warming up and Pre-readingToday we’ll learn the topic on “what we eat〞. Before we start the reading, I’d like you to answer some questions.1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2. How many meals do you have every day? Which meal do you think is the most important? Why?3. How much water do you drink every day?4. What kind of snacks do you take?Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)Step 2. While-ReadingI. The first-time readingI.Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)1) Are traditional diets suitable for the 21st-century person?2) When we choose what to buy and eat, what should we think?3) Do vegans eat cream or eggs?vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋/丝绸/皮革等)II. Do the following True-or-False exercises.1. Our body doesn't need to refuel if we choose nutritious food for our main meals. F2. Good snacks should e from different food groups and should not have too much fat or sugar. T3. Fruits and vegetables don’t give us any vitamins. F4. Most fruits need cooking. F5. Fruits and vegetables are the only healthy snacks. FIII. Get Ss to read the passage again and answer the following questions:1. What do traditional diets often have? CA. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy? AA. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein? DA. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people bee vegetarians? AA. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, if____. DA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.II. The second-time readingI. What’s the main idea of each paragraph?Para1: Difficult to choose what to eat/ our eating habits are changing Para2: Different food has different functions / why the eating habits are changingPara3: Choosing according to what we believePara4: Keeping a balanced dietPara5: Developing healthy eating habits/suggestionsHow many parts can be divided into? --- (Three parts.)What’s the main idea of each part?Part1:our eating habits are changing. (提出问题)Part2:why the eating habits are changing 〔分析问题〕Part3:the best way to develop healthy eating habits.〔解决问题〕II. What types of the article ?--- It’s about Argumentative Writing议论文是阐明作者对人或事的好坏的立场观点。