高中英语人教版必修-第一册(2019)-unit-2-Reading-for-writing.doc

教学活动

设计说明
核心素养提升点
Activity I激活话题，做好读前准备
1. Teachers ask students to something about where to go if foreign tourists visit China.
2. Students read the passage about the Terracotta Army from a travel brochure and say what amazes them most.
3. Students learn some new words（sight, status, unearth，tomb) and remove the vocabulary barriers in students’ reading later on.
首先教师通过学生讨论和一段介绍西安景点的小视频引入本课的话题，为过渡到课文内容做好铺垫。讨论和视频播放期间，教师有意识地让学生学习本课的部分新单词，如 view，sight， status， unearth）和句型结构：What amazes me most is that---; It’s unbelievable to me that-----。
语言能力：
激活话题背景知识，学习与本课题相关的词汇和句子。
Activity II 快速阅读，了解本文主旨和主要信息
1. Teachers get students to read the text structure to tell what the type it is.
2. Students read through the text quickly to get the main idea.
3. Based on the main idea, students can get the information: with whom, where to go, when to go, how to go
学生浏览全文，通过文本结构的了解电子邮件的语篇体裁的格式。同时，教师引导学生在了解本文是关于一个旅行计划时需知道的一些信息，如who, when, where, how等
语言能力：区分语篇体裁
思维品质：概括文章大意，了解基本信息。
Activity III: 分段深度阅读，了解文本结构
1. In Para 1, teachers gets students to find out the main purpose, and the reasons for the trip. And students learn the different ways to express emotion.
2. In Para2, students will get the other plans and their reasons.
3. In Para3, students try to get how they are going to Xi’an.
4. In para4, students read for the final thoughts.

深度阅读目的是让学生获得语言支撑。学生学习和背诵语篇中一些优美的词语、结构和句子为自己的写作积累语料。然后,学生获得语篇结构支撑。在写类似主题文章时，学生可以模仿所学语篇的文体结构来谋篇布局和基本语言等。最后，通过深度阅读语篇，学生理解和欣赏作者观点的深刻性和新颖性，获得感悟和认识，学习如何更好地表达自己的思想和态度，为后面的写作做好全面的铺垫。
思维品质：建立文本结构的意识
语言能力：掌握语言知识并能加以运用。

Activity IV: 读后巩固，为写作做铺垫
1. Teachers ask the students to summarize the email in the table ,including the main idea, detail, sentences to express travel plan and sentences to express emotioon .
2. Teachers enables students to discuss what they talk about to share their travel plans with their friends.
首先，教师在引导学生在理解文本内容的基础上，关注信的基本结构。常见的回复为：先明确了解来信人的问题，表达理解来信人的感受；详细讲诉自己的旅行计划等。
本部分属于语言输出阶段，即写作部分，呈现了整个写作过程：从明确写作任务，进行写前准备，到按照提纲完成初稿。

学习能力：积极运用学习课本语言和文本结构的知识，为写作输出做准备。
思维品质：评判同学们的观点，并通过理解理性表达自己的观点，初步具有用英语表达的多维思维能力。

Activity V: 列提纲，独立写作
Students complete the outline and use it to draft their own travel plan

Activity VI: 交换习作，呈现佳作
1. Students exchange their draft with their group members and give feedback to each other.
2. Students polish their writing and present the best one in the group to the whole class.

最后，与同伴互评修改，最后确定终稿，展示优秀作品。

学习能力：通过同伴观摩反思、评价和调整学习内容。