Unit 2 Travelling Around-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 2 Travelling Around - Reading for Writing 年级：高一 课时：第5课时 教学理念 This lesson adopts the “Reading for Writing” approach, integrating input (reading comprehension) with output (writing practice). Students learn the structure and language features of a travel plan email through model analysis, then apply them in their own writing. The teaching focuses on real-life communication, collaborative learning, and process writing. 教材解析 What The teaching material includes an email from Richard to his friend about a trip to Xi’an and a brochure about the Terracotta Army. The text serves as a model for writing a travel plan. It demonstrates the use of present continuous tense for future plans, emotional expressions, and clear paragraph organization. The follow-up tasks guide students to analyze the structure and language, then write a reply email. Why The purpose is to inform Xiao Li about his interesting travel plans, express his excitement, and inquire about Xiao Li’s own plans for the coming holiday. How Richard adopts a warm and casual tone. He structures the email logically: first, giving a general update about his life in China; then, elaborating on the travel plan with details about destinations and logistics; finally, ending with a friendly question to engage Xiao Li. The language is straightforward, making the content easy to follow. 学情分析 Students are in the first year of high school with basic English writing skills. They are familiar with simple email writing but need guidance in organizing ideas logically and using appropriate tenses and emotional expressions. They are interested in real-life topics like travel and are motivated to communicate with peers. 教学目标 By the end of this lesson, students will be able to: ·understand the structure and language features of a travel plan email. ·write a clear and well-organized email reply about a travel plan using the present continuous tense and emotional expressions. ·enhance interest in sharing personal plans and cultural sites in English. 教学重点 Understanding the structure of a travel plan email Using the present continuous tense for future plans 教学难点 Organizing paragraphs with clear main ideas Using emotional expressions naturally and correctly 教学方法与策略 Task-based Language Teaching (TBLT) Collaborative learning (peer assessment) Situational Teaching Method Scaffolded approach Write First, Model Later 教学资源与工具 Multimedia PPT Blackboard/Whiteboard Textbook pages Projector or smartboard 教学流程 教师活动 学生活动 设计意图 Lead-in (2 mins) Ask Ss: “Do you email often? Have you got a QQ number?” Then show them an example of a qq mailbox and a sample email. Interact with the teacher and answer the questions. Activate background knowledge and engage interest and elicit the topic naturally. Reading & Analysis (5 mins) Guide the students to look at Richard’s email and read the brochure first and then answer questions. Q1.Where is the article taken from? Q2. What amazes you most? Provide sentence patterns for Ss to interact. Then ask them to read Richard’s email and state which aspects of the travel plan are mentioned in the email such as where to go, when to go, why, how, with whom, what to do, etc. . Finally, make a summary. Recognize the text type. Read and answer the questions actively. Help students understand the basic information of a travel plan. Language Focus (3 mins) Explain the use of present continuous for future plans. Have students underline emotional expressions in the text. Underline and practice using emotional language. Focus on useful language for writing. Writing Task (30mins) Build scaffolds for students: 4 steps to write a Reply Email Step 1: Deconstruction & Imitation - “Let’s See How It’s Done” Step 2: Brainstorming & Content Planning - “Let’s Generate Ideas First” Step 3: Language Support - “This is How We Can Say It” Step 4: Writing & Revision - “Now Write and Check” Analyze Richard’s Email and co-create a “Reply Structure” Template; Complete a personal outline; Learn the functional language; Draft their emails individually. Break down the macro-task of “writing a reply” into manageable, micro-steps with clear support, gradually removing the scaffolds to foster independent writing. Sharing & Evaluation (5 mins) Organize students to exchange drafts and assess each other’s work using the checklist. Lastly, present a high-quality model text. Give and receive feedback, then revise their drafts. Compare the models to their own and thus improve their drafts. Develop editing skills and collaborative learning. To boost their confidence, broaden horizons and aid revision 拓展延伸 作业 作业内容 设计思路 1.Get your draft back, revise based on your partner’s feedback, write a final version and hand in. 2. Optional: Write an email to a foreign friend about your own travel plan to a Chinese city. Extend writing practice to real-life communication and cultural exchange. 评价手段 Teacher observation during activities Peer assessment using the writing checklist Evaluation of final email drafts 教学板书 1 学科网（北京）股份有限公司 $