高中二年級(jí)上學(xué)期英語(yǔ)《必修三Unit3 writing》教學(xué)設(shè)計(jì)

人教版（2019）英語(yǔ)必修三Unit3DiverseCulturesReadingforwriting教學(xué)設(shè)計(jì)課題Readingforwriting單元Unit3學(xué)科English年級(jí)SeniorGrade2教材分析Thispartisaboutreadingforwritingofthisunit.ThisarticlegivesavividdescriptionofChinatownincludingmanyaspectssuchashistory,touristattractions,languages,industries,etc.Itwilltellhowtowriteanintroductionaboutacity.學(xué)習(xí)目標(biāo)與核心素養(yǎng)Knowledgeobjectives:graspsomeimportantwords,phrasesandexpressionsinthispart.Skillobjectives:masterthestructuretoorganizeawritingofanintroduction.Emotionalobjectives:showtheuniquecharacteristicsofacitythroughdescriptiononit.重點(diǎn)Gettoknowstructureofanintroductionanditemsthatcouldbeincludedinit.難點(diǎn)Howtoadddetailsineachpartofthestructure.Studentsareinneedoflanguagesupport.教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖導(dǎo)入新課Step1lead–inWhatisaChinatown?HowmuchdoyouknowaboutChinatown?IntroducehistoryofChinatown;WhatfeaturesdoesaChinatownhave?Archway;food;celebratingfestivals...Haveadiscussioningroupsofthreeorfour.Arousestudents’interestinthistopic;supplementbackgroundknowledgeofChinatownandhelpstudentsgetfamiliarwithChinatown.講授新課Step2PredictionaboutthearticleQuestions:Whatkindofarticleisthis?Whoarethetargetreaders?Whatisthewriter’spurposeofwritingthisarticle?Step3StructureofthearticleReadtheintroductiontotheChinatownquicklyandgetageneralideaforeachparagraph;Structure:Abriefintroduction(AshortintroductiontotheSanFranciscoChinatown);Body(WhatyoucanfindanddointheSanFranciscoChinatown);Summary(TheimportanceofChinatownuniqueculture).Step4SummarizeitemsinanIntroductionStep5LanguagepointsandLanguagesupportStep6RequirementsforawritingStep7ChecklistofawritingHaveapredictiononthecontentofthearticlebasedonthepictureandthetitle.Studentsneedtofocusonthereadingmaterialandskimthroughthepassagequickly.Finditemsthatareusedinanintroduction.DoatranslationStudentsneedtowriteacompositiontointroduceacity.Trainstudentstheabilityofobservationandprediction.Trainstudentsthecapacityofextractingthekeyinformationthroughskimming.Letstudentsbrainstormitemsthatcouldbeinvolvedwhenitcomestowritinganintroductionaboutacity.Emphasizethelanguagepointsstudentsneedtopaycloseattentionto.Trainstudentstowriteanintroductionofacity.Trainstudentstheabilitytocheckbythemselveswhethertheirwritingsarequalifiedorwhichpartshouldbeim