Unit 3 Sports and Fitness Reading for Writing 第五课时 教学设计-2025-2026学年高中英语人教版必修第一册

西安市第二届基础教育青年教师基本功大赛 教学设计（中小学） 学段：高中 学科：英语 姓名： 课题名称：Unit 3 Sports and Fitness — Reading for Writing 年级：高一 课时：第4课时 教学理念 This lesson adopts a student-centered, process-writing approach. It emphasizes learning through authentic personal reflection, model text analysis, collaborative discussion, and staged writing practice. The goal is to create a supportive environment where students can share positive changes, seeing language as a tool for real-life expression and peer support rather than just an academic exercise. 教材解析 What: The writing task is based on Unit 3 of the compulsory textbook. The model text, “Going Positive” by Kayla, provides an excellent example of a reflective wellness page. It effectively uses contrast (past vs. present) and specific language for showing differences (instead of, rather than). The textbook guides students from reading comprehension to organizational analysis, language focus, idea planning, and finally, writing and peer evaluation. Why: To share how a shift from weight-centered to fitness-centered and self-positive thinking improves well-being, guiding readers to a healthier lifestyle perspective. And it provides a model for students to learn how to structure and write a wellness book entry, emphasizing personal change and positive habits. How: It uses a narrative structure with past-present contrast, phrases like “instead of”, “rather than” to highlight changes, and a personal story to make the message relatable. 学情分析 Students at this age are increasingly aware of health, self-image, and stress but may lack positive strategies or channels to discuss them. They have basic English writing skills but may struggle with structuring a reflective paragraph and using sophisticated linking words. They are generally responsive to collaborative and personally relevant tasks. The concept of a “Wellness Book” can motivate them by giving their writing a genuine purpose and audience. 教学目标 By the end of the lesson, students will be able to: identify and use words/phrases to show similarities and differences (e.g., used to, instead of, rather than, however) in context. write a coherent and well-structured paragraph describing a personal positive change regarding wellness, following a clear outline (general statement, change process, comparison of results, improvement). reflect on personal habits, give constructive peer feedback using a checklist, and contribute to a collaborative class product. 教学重点 Understanding and using the structure of contrasting the past with the present/future. Effectively employing specific language to show differences and explain changes. 教学难点 Guiding students to articulate the reasons for their change and its results/ impact clearly. Encouraging authentic self-expression while accurately applying the target language. 教学方法与策略 Task-Based Language Teaching (TBLT) Process Writing Collaborative Learning Teacher Demonstration Use of Scaffolding (graphic organizers, language support wall) 教学资源与工具 Multimedia PPT Textbook pages Worksheets for discussion and writing Blackboard / Whiteboard A binder for the final Class Wellness Book 教学流程 教师活动 学生活动 设计意图 Lead-in (3 mins) Asks engaging questions: “How many of you have ever worried about weight/fitness? Tried a difficult diet/exercise plan?” Connects struggles to finding a positive way. Respond to questions by raising hands. Engage with the teacher’s prompts. To quickly engage students, create personal connection, and introduce the lesson’s central theme of finding positive solutions. Reading & Analysis (10 mins) 1. Guides students to read Kayla’s text and answer comprehension questions. 2. Helps students complete the text structure outline (Past vs. Present). 3. Asks students to underline “similarities & differences” language. Read the text and answer questions. Complete the structure outline in pairs/groups. Identify and underline target phrases in the text. To use the model text for content understanding, structural analysis, and target language identification, providing a solid foundation for writing. Introduce Project (2 mins) Introduces the Class Wellness Book as a shared, supportive project. Explains it’s a collection of their stories to inspire each other. Listen and understand the purpose and audience for their writing task. To provide a genuine purpose and audience for writing, increasing motivation and sense of community. Pre-writing Planning (10 mins) 1. Elicits the four wellness topics. 2. Provides and explains a “Planning Worksheet” (Topic, Past, Present/Future, Result). 3. Teacher Demonstration: Briefly models how to plan/write a simple example about stress. Recall the topics. Individually complete the planning worksheet for their chosen topic. Learn from the teacher’s example. To scaffold the writing process, helping students organize their ideas before drafting. The demonstration makes the task clear and less daunting. While-Writing (10 mins) 1. Projects the writing framework (Introduction, Body, Conclusion). 2. Refers students to the “Language Support Wall” on the board. 3. Monitors and provides individual support. Use the framework and their plan to draft their paragraph. Utilize the language support for expression. Write their first draft. To guide students in producing a structured, coherent text with appropriate language scaffolding. Peer Feedback & Revision (5 mins) 1. Organizes peer exchange of drafts. 2. Projects the Peer Feedback Checklist and explains the task. 3. Encourages students to revise based on feedback. Exchange drafts with a partner. Read the partner’s draft and give feedback using the checklist. Revise their own draft. To develop critical thinking, peer collaboration, and self-editing skills. Provides formative assessment. Sharing & Summary (5 mins) 1. Invites 1-2 students to share their revised work. 2. Gives positive feedback. 3. Summarizes the lesson and announces the collection for the Wellness Book. Volunteers share their writing. Listen and appreciate peers’ work. Understand the final product outcome. To provide a sense of achievement, showcase learning, and formally conclude the lesson's main task. 拓展延伸 作业 作业内容 设计思路 1. Write/type the final version of your wellness page on an A4 paper. 2. Optional: Decorate your page to make it personal and visually appealing. To transfer the draft into a polished final product ready for publication in the class book. Decoration encourages ownership and creativity. 评价手段 Formative Assessment: Teacher observation during group discussions and writing time. Quality of student contributions in the analysis stage. Summative Assessment: The final written paragraph (assessed on content, structure, use of target language, and clarity). The completed peer feedback checklist. 教学板书 1 学科网（北京）股份有限公司 $