Unit1 Teenage life period6 Reading for Writing教学设计 2025-2026学年高一英语人教版必修第一册

该高中英语教学设计聚焦建议信写作，以“青少年生活问题”为主题，通过视频导入（如内卷等真实问题）激活学生已有写信基础，搭建“细节信息→结构分析→语言特点”分层阅读支架，实现从输入到输出的自然过渡。 特色在于真实情境与核心素养融合，视频引入“低头族”等贴近学生生活的问题，阅读环节分析建议信结构（问题-理解-建议-希望）及建议表达（如“I recommend that...”），写作采用学生真实案例并同伴互评（checklist从结构、逻辑等评价），培养语言能力与思维品质。为教师提供可操作流程，助学生提升写作应用与实际问题解决能力。

教学设计 课程基本信息 课题   Unit 1 Teenage Life Period 6 Write a letter of advice 课型 Reading for Writing 新授课 学科  英语 年级  高一 学段  高中 版本章节 人教版必修一 Unit 1 Teenage Life Period 6 教学目标 By the end of this period,students will be able to: 1. express teenage problems they encounter and know how to seek for help; 2. have a good command of the organization and language features of a letter of advice; 3.write a letter of advice by using expressions of making suggestions and showing understanding; 4. find some practical solutions to problems in their teenage life.   教学重难点  Key points: 1.Students will learn to analyse the organization and language features of a letter of advice. 2. Students will learn how to write a letter of advice according to an actual situation. Difficult points: 1. Students will be able to judge the structures of the passage. 2. Students will be able to write a letter of advice with the help of the target vocabulary.     学情分析  The type of this class is writing---write a letter of advice. Students have learned how to write a letter in previous books. Learning something new based on what they have learned makes learning easier. Process writing approach makes it easier and more interesting for students to learn writing. The key point of this class is to lead students to discover how to write a letter of advice step by step through different activities.     教学准备 (1)  Multimedia (2)Blackboard     教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用）     Step I Warming up（4 minutes）                  Watch the video and answer the two questions: 1. What kind of problem does Frank meet? 2. What does Susan always say to her students? Besides involution, students may face many other problems such as lying flat, playing mobile phones, mental internal friction, poor relationship with their parents... Facing these problems, how will you seek for help?  1. To activate the vocabulary about teenage problems and introduce the topic; 2. To express their own teenage problems and learn how to seek for help. A video clip about involution is selected from the Internet to introduce the topic.   Step II Reading the letter （16 minutes）            Activity 1 Reading for detailed information Read the passage and answer the following questions. What is the passage mainly about? What is Worried Friend's problem? What are Susan Luo's suggestions? Activity 2 Reading for structures Find and mark the parts of the letter that match the following points. A I know what the problem is. B I understand how you feel. C This is my advice and reason(s). D I think my advice will help. Activity 3 Reading for the language features What expressions does Ms Luo use to make suggestions? Circle them. Activity 4 Thinking and speaking 1. Do you think Ms. Luo's advice is useful? Why or why not? 2. If you were one of the face-down generation interested in the screen rather than the world around you ,what are your suggestions to yourself ? To get the general idea and detailed information of the letter; To have a good command of the structures and language features of a letter of advice.   To accumulate expressions of making suggestions. To evaluate the author’s advice and use what they have learned to help to solve their own problems.  students will read Susan Luo’s letter from the textbook to get the structure, the language feature of a letter of advice The topic in speaking part is the Face-down generation ,which is from the workbook. Students will use what they have learned in reading to solve their own problems.    Step III Writing a letter （24 minutes）               Activity1 Preparing for writing 1. Read through the three cases. Sum up the problems and talk about the possible situations and reasons. 2. Choose one case to write about. Activity2 Writing a letter of advice Activity3 Exchanging and revising the drafts with partners 1. Exchange drafts. Use the checklist to give feedback on your partner’s draft. (1) Are all the parts of a letter included and organized in a good order? (2) Does the writer give reasons for the advice? (3) Does the writer use proper expressions to give suggestions? (4) Does the writer use commas and stops correctly? (5) Is the handwriting easy to read? 2. Polish your draft and share it with your partner.  To find some practical solutions to problems in their teenage life and give reasonable reasons To exchange and revise drafts according to the checklist to make it more complete, logical and well-organized.  In pre-writing part, an inspiring speech from the Internet will give students some advice on how to give suggestions. In writing period, three cases are from the real life of my students. Students will use what they have learned to solve the real problems. 作业设计  Step IV Homework （1minute） 1. Polish your letter according to the checklists. 2. Use what you have learned to give suggestions to the students who seek advice on page 19. 3.Finish the project on page 21. Discuss with your partners to set up a student club and make a poster.           板书设计/课堂小结   Structure ( body ) Problem Understanding Advice and reasons Hope Expressions I recommend that... I think that you should... Why not... You’d better Content Date Greeting Body Close Signature Unit 1 Teenage life Write a letter of advice         教学反思 This Reading for Writing lesson effectively integrates input and output, aligning with the core competence requirements. A key highlight is the layered reading-design: from grasping detailed information to analyzing structure and language features, students gradually build the foundation for writing, making the transition from reading to writing natural. The real-life scenario connection is another strength—by discussing common teenage problems like phone addiction and parent-child conflicts, the lesson arouses students’ resonance and enhances their willingness to express. The innovation lies in the student-centered activity chain: peer revision with a clear checklist guides students to evaluate drafts from structure, logic, and language, fostering critical thinking and cooperative learning. Additionally, the integrated writing support (e.g., structured outlines and key suggestion expressions) lowers the difficulty for students, enabling them to apply what they’ve learned flexibly. For improvement, more individualized guidance should be provided for students with weak language foundations. In future classes, I will add more diverse cases to enrich writing scenarios and further enhance the practicality of language application.                 学科网（北京）股份有限公司 $