（2019版）新人教版高中英语必修第三册Unit 3 Reading for Writing 教案 （无答案）.docx

1、第 1页共 3页新人教高一英语教案教师学科英语年级高一教学课题B3U3 Reading for Writing课时共1 课时第1 课时时间年月日课标要求This section includes Reading and Writing. The Reading part consists of anintroduction to Chinatown in San Francisco. The Writing part aims to developstudentsability to logically introduce a place with distinctive cultural i

2、dentity.In this section, students will learn to describe a place with distinctive culturalidentity clearly and logically; they will also develop their critical thinking in thereading and writing process.教学目标（核心素养）At the end of this section, students will be able to:1. List the items which should be

3、mentioned in an introduction to a place withdistinctive cultural identity;2. Write an introduction to a city/town accurately and logically;3. Identify and recite the new words and expressions related to”distinctive culturalidentity”.教学重点Classify the information according to the relevant items and pu

4、t them in orderorganize an introduction.教学难点Use appropriate expressions to describe a city/town accurately and logically.实施策略教学方法Task-based Approach, Cooperative Learning method教学资源（信息技术应用）Multimedia, Seewo Whiteboard 5教学过程备注Step 1 Leading inAsk students to recall the contents learned in Listening a

5、nd Talking and ask them thequestion: From what aspects can we talk about ethnic minority cultures?Step 2 Reading comprehensionAsk students to read the title and predict the main idea of the text. The teacher can ask thefollowing questions:1) What is the text about?2) Whom is this text intended for?A

6、sk students to skim the text and find some details to check their predictions.第 2页共 3页新人教高一英语教案教学过程备 注Step 3 Reading for structure1. Reading for itemsAsk students to doActivity 2 -1 to find the most important items of an introduction to atourist draw.Check the answers in a whole class setting.Procee

7、d to ask students to underline the sentences that are used to describe the items above.2. Reading for organisationGuide students to study the organisation of the text by completing the table.Para.Main ideaItemsPara. 1Para. 2 - Para. 5Para. 6Check the answers in a whole class setting and guide studen

8、ts to focus on the organisationby asking the questions:1) Are these items well organized?2) How can we use classifying and organising effectively?Step 4 Reading for languageAsk students to read the text again and focus on the language features. Raise the followingquestions to get students to reflect

9、 more deeply:1) What does the writer want to show us in the introduction to Chinatown?2) What expressions does the writer use to introduce Chinatown?Ask students to provide more expressions showing distinctive cultural identity in a wholeclass setting.Step 5 Writing1. Exploring the topicGroup studen

10、ts to brainstorm as much information as possible about their city/town and itsculture.(Activity 3-1)Tips given to students:1) Make a list of items;2) Select some interesting items showing its distinctive cultural identity;3) Put the items in order;4) Brainstorm some useful expressions.2. DraftingAsk

11、 students to write an outline of the introduction individually.Ask students to read through Activity 3 - 2/3 -3 and write an introduction based on therequirements and the outline.3. Reviewing each others draftsAsk students to exchange their introductions and use the checklist in Activity 3 -3 to giv

12、efeedback on each others drafts.第 3页共 3页新人教高一英语教案教学过程备 注Walk among the students and monitor their progress.Provide help when necessary and respond to any questions that come up.Encourage students to revise their introductions according to feedback from their peers.4. Presenting introductionsEncourag

13、e students to put up their introductions in the classroom.BLACKBOARD DESIGNUnit 3Para.Main ideaItemsPara. 1Ashort introductionLocation, features, climatePara. 2 - Para. 5What visitors canfind and doHistory, ethnic groups, languages,attractions, famous, figures, stores, foodPara. 6The importance of.Unique culture作业（体现分层设计）Ask students to write an introduction to any favorite cities they have been to.教学反思成效困惑