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人教版高中英語必修1
第3單元 第5課時
Teaching Design for Compulsory 1
Unit 3 Sports and Fitness
Period 5: Reading for Writing
年級學科：高一英語
教材版本：人教版2019版
教材冊別：必修1
New Senior English for China Students Book 1 Unit 3 Sports and Fitness Period 5: Reading for Writing Lesson Duration: 45mins Lesson type: writing
Text Analysis
This module covers pre-writing, while-writing and post-writing activities. In the pre-reading activities, the students are asked to read a text first, which mainly tells about the change of the heroine's concept from extreme pursuit of weight loss to concern about health, and explains the reasons for the change to guide students to develop a positive attitude towards life. After reading, students answer the relevant questions as required. The set of display questions helps students’ deep understanding of the article. In addition, asking students to find words and phrases that show similarities and differences in the article is also a preparation for the next writing. In the pre-reading activities, there is a group discussion about some problems concerning health. The questions discussed are directly related to the following writing topics. The group discussion is actually brainstorming before writing, which aims to help students find materials, generate ideas and enrich content. In the while-writing activity, there are four steps to help and guide students to write. At the same time, these four steps also teach students how to organize their articles. In the post-writing activities, peer review is mainly set up. There are some notes serving as the evaluation criteria for students' compositions. Peer review can help cultivate students' abilities of critical thinking, analyzing problems and solving problems, enrich the cognitive schema of authors and readers, enhance their error correction ability and improve the quality of writing text output.
Students Analysis
Senior one students have a certain amount of vocabulary accumulation and basic knowledge of the concept of health and they can carry out basic discussion on health topics. However, students in senior one do not necessarily have the correct concept of health, such as blindly pursuing weight loss. This writing lesson should focus on cultivating students’ correct health outlook by teaching them to write a page of the wellness book with the means of comparison and contrast.
Teaching Objectives
(1)Students will be able to figure out the organization and language features of a page in a wellness book. (2)Students can learn to use the “comparison and contrast” method of writing to write a wellness page in a wellness book. (3)Raise students’ awareness of health and develop thier healthy life habits.
Teaching Difficult Points
(1)Guide students to write a page of the class wellness book with what they have learned. (2)Cultivate students' awareness of health and form a correct view of health.
Teaching Key Points
(1)Students can grasp the text organization and language features of the wellness book through reading. (2)Students can correctly describe health problems and solutions and learn to describe changes of things by comparison and contrast.
Teaching Process
Pre-writing (12 minutes) Step 1 Ask students to read the passage and complete the following tasks: Please find the topic sentence of each paragraph. (The red font is the reference answer.) ParagraphTopic Sentence1I worried about my weight and tried every new diet I read about online.2Once I started thinking about my fitness rather than weight, things began to change.3By being positive about myself and my body, I became both happier and healthier.
Please complete the exercises on the book to grasp the organization of the passage and learn some words and phrases showing similarities and differences. Step 2 Work in groups and discuss the questions below. If necessary, take notes of the discussion and choose a topic to fill in the blanks in the book. While-writing (25 minutes) Step 1 Ask students to conceive the theme and content of their compositions according to the discussion notes recorded in the pre-writing activities. Ask students to draw the mind map of their compositions according to the guidance of writing content given in the book. Step 2 Ask studnts to draft. Post-writing (8 minutes) Step 1 According to the evaluation criteria listed in the book, peers comment on each other's compositions. Step 2 Ask students to revise their compositions according to the comments given by their peers.

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