Welcome unit-Reading for Writing 教案-2024-2025学年人教版高中英语必修第一册

Welcome unit-Reading for Writing 教学目标 Language Ability: Master greetings, self-introduction expressions and topic-related vocabulary (e.g., "exchange student", "major"). Cultural Awareness: Understand cross-cultural communication norms in self-introduction scenarios. Thinking Quality: Develop logical organization ability in writing personal profiles. Learning Ability: Learn to extract key information from models and apply it to writing. 重点难点 Key Points: Structure of self-introduction (basic info + hobbies + expectations); use of present tense and connectives. Difficult Points: Balancing brevity and completeness in writing; avoiding Chinglish expressions. 教学内容 备注 Teacher: Good day, dear students! In today's class, we are going to focus on the "Reading for Writing" part of our Welcome Unit. As new senior high school students, it's a great chance for you to introduce yourselves to your classmates and teachers. And that's exactly what we are going to learn today - how to write a student profile. So, let's kick off this interesting journey! First, let's have a little warm - up. I want you to think about how you would introduce yourself in a few words if you met a new friend. What are the key points you would mention? Turn to your neighbor and have a quick chat. (Students talk to their neighbors for about 2 minutes) Teacher: Alright, time's up. Who would like to share their ideas? Mike, please. Mike: I would say my name, where I'm from, and my hobbies. Teacher: Excellent, Mike. Name, origin, and hobbies are very common and important points in an introduction. What about you, Lucy? Lucy: I would also add my favorite subject and what I want to be in the future. Teacher: Great thinking, Lucy. Favorite subject and future plans can really help others know more about you. Now, let's move on to our reading part. On the screen, you can see two student profiles. The first one is about a girl named Ann Wells, and the second is about a boy named Thando Gowon. Before we start reading, let's look at the pictures and the headings. What kind of information do you think we can get from these profiles? Discuss in pairs. (Students discuss in pairs for about 3 minutes) Teacher: Let's hear from some of you. Group 1, what do you think? Group 1 Representative: Maybe we can know their names, ages, and where they study. Teacher: Very likely. And Group 2? Group 2 Representative: Their personalities and what they like to do, I guess. Teacher: Exactly. Now, let's read these two profiles carefully. While reading, try to find out the basic information about Ann and Thando, such as their names, ages, grades, and schools. Also, pay attention to their personalities, learning styles, favorite subjects, hobbies, and future plans. (Students start reading the profiles, and the teacher walks around the classroom to observe and offer help if needed) Teacher: Alright, let's stop here. First, let's talk about Ann. Who can tell me Ann's basic information? John? John: Ann Wells is a Grade 10 student at Lakeside High School. She's 15 years old. Teacher: Perfect. And what about her personality? Sally: She's an active person and is curious about everything. Teacher: Right. Now, what is her learning style? David: She often asks questions, but she learns best by doing. Teacher: Well done. How about her favorite subject, hobbies, and future plan? Emma: Her favorite subject is physics. Her hobbies are dancing and skating, and she also likes to read short stories. She plans to become an engineer in the future. Teacher: Excellent job, everyone. Now, let's turn to Thando. Who can summarize Thando's information? Peter? Peter: Thando Gowon is 16 years old. He's from South Africa and is a Grade 10 student at South Hill High School. Teacher: Good start. What about his personality? Linda: He looks good, thinks fast, and plays hard. And he always has a book or a pen with him. Teacher: Great. How does he study? Tom: If he's not in class, he's either in the library or in the computer lab. And at weekends, he plays computer games when he's not busy studying. Teacher: Exactly. And his future plan? Kate: His dream is to start his own IT company. Teacher: Well done, class. Now, let's compare the two profiles. What are the similarities and differences between Ann and Thando? Work in groups of four and discuss for about 5 minutes. (Students form groups and start discussing) Teacher: Time's up. Group 3, please share your findings. Group 3 Representative: They are both Grade 10 students. They both have hobbies. But Ann likes dancing and skating, while Thando likes reading in the library and playing computer games. Also, their future plans are different. Ann wants to be an engineer, and Thando wants to start an IT company. Teacher: Very comprehensive. Group 4, do you have anything to add? Group 4 Representative: Their personalities are different too. Ann is active and curious, and Thando is more about being smart and hard - working in his own way. Teacher: Excellent observations. Now, let's analyze the language used in these profiles. Look at the sentences that describe their personalities. For example, Ann is described as "an active person" and Thando is described with the phrase "look good, think fast, and play hard". These are very vivid ways to show their personalities. Can you find some other good expressions? (Students look through the profiles again to find expressions) Teacher: Let's hear from you. Lisa? Lisa: For Ann, "I'm curious about everything" is a good expression. Teacher: Right. And for Thando, what about "You'll never see me without a book or a pen"? This shows his love for reading and studying. Now, let's move on to the writing part. Since you have learned so much from Ann's and Thando's profiles, it's your turn to write your own student profile. First, let's think about the structure. A good student profile usually includes the following parts: personal information (name, age, grade, school), personality, favorite subject, learning style, hobbies, and future plans and dreams. I'll give you a writing framework on the handout. Take a look at it. (Teacher distributes the handout with the writing framework) Teacher: Now, start writing your drafts. Try to use some of the good expressions we have learned today. If you have any questions, don't hesitate to ask me. You have about 15 minutes to write your first draft. (Students start writing their drafts, and the teacher continues to walk around to offer individual help) Teacher: Alright, most of you have finished your first drafts. Now, it's time for peer - review. Exchange your drafts with your partner. When you review your partner's work, check if all the necessary parts are included. Also, look for good expressions and any grammar or spelling mistakes. Use a red pen to mark the mistakes and write down your suggestions. You have about 8 minutes for peer - review. (Students exchange drafts and start peer - review) Teacher: Let's stop here. Who would like to share their partner's profile and the suggestions they gave? Sam? Sam: My partner is Lily. Her profile is very good. She included all the parts. But there was a little grammar mistake. She wrote "I likes reading books" instead of "I like reading books". I also suggested she could use more vivid words to describe her personality, like "outgoing" or "energetic". Teacher: Great job, Sam. And Lily, do you think Sam's suggestions are helpful? Lily: Yes, they are. I will correct my mistake and add more vivid words. Teacher: Wonderful. Now, based on your partner's suggestions, revise your profiles. Make them better. You have about 10 minutes. (Students revise their profiles) Teacher: Time's up. Some of you have done an excellent job. Let's invite a few students to share their final profiles with the class. Jack, would you like to start? Jack: Sure. My name is Jack. I'm 15 years old and a Grade 10 student at [School Name]. I'm an easy - going person. I like making friends. My favorite subject is math because I find it very challenging. I learn best by working in groups. In my free time, I like playing basketball and reading science - fiction novels. I hope to become a scientist in the future. Teacher: Well done, Jack. Your profile is clear and well - written. Who else wants to share? (A few more students share their profiles, and the teacher gives positive feedback) Teacher: Today, we have learned a lot about writing student profiles. We read two examples, analyzed their structures and language, and then wrote our own profiles. Remember, when introducing yourself, be honest, be creative, and use vivid language. For homework, I want you to copy your final profile neatly on a piece of paper and decorate it with some pictures related to your hobbies or future dreams. Then, we will make a display board in the classroom to show our profiles. That's all for today's class. Have a great day! ( 第 1 页 共 1 页 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$