Unit 1 Teenage Life 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，核心为结构框架（正文含“确认问题-理解感受-提建议+理由-预期效果”）及常用建议表达。通过情境问题（青少年常见问题）与图片激活经验，结合求助信片段引入主题，阅读分析样本信梳理结构和语言，搭建模板、checklist等写作支架。 特色在于情境化任务驱动（如Xu Ting孤独问题）与深度学习，小组头脑风暴拓展思维，模板辅助规范表达，提升语言能力与逻辑思维（思维品质），培养合作学习能力（学习能力）。分层作业兼顾差异，渗透同理心教育，结构清晰易操作，助力高效教学与学生写作素养提升。

Book1 Unit1 Reading for Writing教学设计 课题名称 必修一Unit1 Teenage life Reading for Writing 授课教师 周月霞 课型 新授课 课时数 1课时（45分钟） 教学目标设计 (1) Knowledge and Skills 1. Students will be able to read a letter of advice to gather key information, including the sender, receiver, and core problem. 2. Students will master the basic structure (date, greeting, body, closing, signature) and language features of a letter of advice. 3. Students will be able to use at least 3 common expressions for making suggestions and write a letter of advice based on specific situations. (2) Processes and Methods 1. Students will sort out the writing framework and language rules of a letter of advice through reading analysis and group discussion. 2. Students will experience the writing process of “brainstorming suggestions → drafting the letter → checking and revising” driven by situational tasks to improve written expression ability. (3) Affective Objectives 1. Students will be able to pay attention to common life problems of teenagers and cultivate empathy and mutual assistance awareness. 2. Students will learn to deal with personal or others’ troubles in a positive way and establish a healthy attitude towards life. 教学重难点及处理 Key Points 1. The structured framework of a letter of advice (the body should include “acknowledge the problem → understand the feelings → give suggestions → explain reasons → predict effects”). 2. Common expressions for making suggestions (e.g., recommend that…, should, Why not…, It would be a good idea if…). Difficult Points 1. Put forward practical and logical suggestions according to specific problems (e.g., loneliness, internet addiction, communication barriers). 2. Supplement reasonable reasons, examples, or expected results for suggestions to make the letter more persuasive. 教学资源选择 PPT、黑板、checklist。 教学过程设计 Unit1 Reading for Writing —Write a Letter of Advice Step 1 Lead-in : Situational Stimulation, Introduce the Topic (5 minutes) 1.Guiding question: “As a teenager, what problems do you often meet in daily life?” Combine with pictures in the courseware to guide students to mention problems such as “generation gap, puppy love, academic pressure, loneliness”. 2. Follow-up interaction: “Who will you turn to when you have these difficulties?” Encourage students to share ways to seek help (talking to friends, asking for advice on social media, writing to professional advisers, etc.). 3. Introduce the task: Show an excerpt of Amy’s letter asking for help from Susan Luo, clarify the core problem (her friend Chen Lei is addicted to online games), and naturally transition to the writing topic of “letter of advice”. Purpose：By connecting with students’ real-life experiences through guiding questions and pictures, it effectively activates their prior knowledge about teenage problems. The follow-up interaction on help-seeking ways lays a realistic foundation for introducing the letter of advice. Presenting a specific help-seeking letter excerpt directly targets the teaching topic, which can arouse students' learning interest and clarify the learning purpose. Step 2 Reading: Analyze the Sample, Sort Out Structure and Language (15 minutes) 1. Reading for Information Ask students to read Susan Luo's reply quickly and answer 3 questions: 1)What’s Worried Friend’s problem? (She is worried about her friend who plays computer games too often and spends too much time online.) 2) What is Susan Luo’s advice? (Talk to her friend about his behavior and encourage him to try new hobbies.) 3) Do you think the advice is useful? Why? (Guide students to express their opinions based on personal experience.) Purpose： This step focuses on training students’ fast reading and key information extraction abilities. The three layered questions not only help students grasp the core content of the sample letter but also guide them to think about the rationality of the advice, laying a foundation for subsequent analysis of the letter’s structure and language. 2. Analyze the Letter Structure Group work: Mark the parts of the sample letter corresponding to the following points: A. I know what the problem is. B. I understand how you feel. C. This is my advice and reasons. D. I think my advice will help. Summarize together: A letter of advice should include 5 basic parts: date, greeting, body, closing, and signature. The core logic of the body is “empathize → suggest → explain reasons → encourage”. Purpose：Group work encourages students to communicate and collaborate to explore the structure of the letter. By marking the corresponding parts of the sample letter, students can perceive the structure intuitively. The teacher's summary further clarifies the core framework of the advice letter, which is a key link to help students master the writing structure. 3. Refine Language Features 1) Group work to complete the table: Find “expressions for making suggestions” and corresponding “reasons/results/examples” from the sample and fill them in the task sheet. 2)Supplementary expansion: The teacher presents more common expressions for making suggestions (e.g., In my opinion…, If I were you…), and explains their tone differences (formal/euphemistic). Purpose：Finding expressions through group work enables students to take the initiative to explore the language characteristics of the advice letter. The form of the table helps students clarify the connection between suggestion expressions and supporting details. The teacher's supplementary expansion enriches students' language reserve and helps them use appropriate expressions in writing according to different situations. Step 3 Writing: Task-driven, Practical Application (20 minutes) 1. Clarify the Writing Situation Show Xu Ting’s letter asking for help: “I always feel lonely after school because my parents work in another city. What can I do?” Clarify the writing task — write a letter of advice to Xu Ting. Purpose：The specific and real-life loneliness problem of Xu Ting is close to the students’ life, which is easy to arouse students’ empathy and provide a realistic context for writing. Clarifying the writing task directly guides students to focus on the core goal of writing practice. 2. Group Brainstorming (5 minutes) Requirement: Each group discusses 2-3 practical suggestions and explains the reasons or expected results in 1 sentence. Purpose：Brainstorming in groups can gather the wisdom of multiple people, help students expand their thinking, and avoid the situation of “having nothing to write”. Requiring to explain reasons or expected results in advance helps students lay a foundation for writing logical and persuasive advice. 3. Draft the Letter (10 minutes) Provide a writing template for students to complete the first draft independently: [Date] Dear Xu Ting, You wrote that __________________________________. I understand quite well that _________________________. I think because ____________________________________.I also recommend that _____________________ since ______________________________________. Why not __________________________________? By doing this, _____________________________________________________. I am sure that _____________________________________. Best wishes, [Your name] Purpose：The writing template provides a clear framework for students, reduces the difficulty of drafting, and helps students apply the structure and language knowledge mastered earlier to practice. Independent drafting ensures that each student can participate in writing practice and exercise their written expression ability. 4. Check and Revise (5 minutes) Students check their own or each other’s work against the checklist: 1. Are all parts of the letter complete and in the correct order? 2. Are appropriate expressions for making suggestions used? 3. Are there corresponding reasons/examples/results for the suggestions? 4. Are punctuations used correctly? 5. Is the handwriting clear? Purpose：The checklist provides clear evaluation criteria for students to check and revise. Self-check and mutual check not only help students find and correct problems in their own writing but also learn from each other through observing peers' works, improving their ability to evaluate writing. Step 4 Summary and Homework (5 minutes) 1. Class Summary Review together: “How to write a good letter of advice?” Strengthen the three core points: structure, language, and logic. Purpose：The interactive review with questions helps students sort out the key knowledge and skills of the whole class, strengthen the memory of core points such as structure, language and logic, and realize the sublimation of learning results. 2. Hierarchical Homework 1. Basic homework: Revise and improve the letter of advice to Xu Ting, and copy it neatly in the composition book. 2. Extended homework: Choose one of the two situations provided in the courseware (Eric has trouble communicating with his parents; Min Ho is too shy to talk to the girl he likes) and write a complete letter of advice. Purpose：Hierarchical homework takes into account the differences in students’ learning levels. Basic homework helps students consolidate the writing skills practiced in class, while extended homework provides a higher challenge for students with strong abilities, realizing the individualized development of students’ writing ability. 板书设计 Unit1 Reading for Writing—Write a letter of advice Structure Date → Greeting → Body (Know the problem → Understand feelings → Give suggestions + Reasons → Expect help) → Closing → Signature Useful Expressions I recommend that you… You should / can… Why not…? It would be a good idea if… In my opinion, you’d better… 教学评价与反思 (To be filled in after class) 1. Have students mastered the expressions for making suggestions solidly? Is additional consolidation practice needed? 2. Is the time allocation for writing reasonable? Do some students have difficulty “having nothing to write” or “insufficient reasons”? 3. How is the participation in group discussions? Is it necessary to adjust the grouping method or guidance strategy? 学科网（北京）股份有限公司1 学科网（北京）股份有限公司 $