Welcome unit-Reading for Writing 教案-2025-2026学年高中英语人教版必修第一册

Welcome unit-Reading for Writing 内容导航 This section focuses on "Write a student profile", presenting two student profiles as models. It guides students to grasp the structure and language features of self-introduction, accumulate related vocabulary and sentence patterns, and finally complete their own student profiles through reading input and writing output. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns for self-introduction, and improve reading and writing skills. Learning Ability: Develop strategies of extracting key information from texts and applying what is learned to writing. Cultural Awareness: Understand the differences in self-introduction between Chinese and foreign students and cultivate cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking through text analysis and writing, and develop critical thinking by evaluating and optimizing writing drafts. 2. 教学重难点 Key Points: Grasp the basic structure of student profiles (personal information, personality, hobbies, learning styles, future plans), master related vocabulary and sentence patterns such as "be curious about" and "either...or...", and complete a standard student profile. Difficult Points: Applying learned language knowledge flexibly in writing, ensuring logical coherence of the text, and showing personality and uniqueness to avoid stereotyped content. 教学过程 Step 1: Lead-in (Lead students into the theme and activate prior knowledge) Start the class with a warm-up activity to arouse students' interest and connect their prior knowledge with the current teaching content. First, show a short video of different students making self-introductions in different scenarios, such as the first day of school, club recruitment and group discussions. After playing the video, ask students two questions: "What information did the students in the video introduce about themselves?" and "Why do we need to make self-introductions in our daily life?" Organize students to discuss in groups of 4-5. During the discussion, teachers walk around the classroom to guide students, remind them to focus on the key points of self-introduction and the importance of self-introduction. After the discussion, invite 2-3 group representatives to share their group's views. Teachers make appropriate comments and summaries, emphasizing that self-introduction is an important way to get to know others and show themselves, especially for senior high school freshmen who have just entered a new environment. It can help them establish new friendships and integrate into the new campus life quickly. On this basis, naturally lead to the theme of this lesson - Reading for Writing: Write a student profile. Tell students that in this lesson, we will learn how to write a good student profile by reading two model articles, and finally complete our own student profiles to show ourselves to our classmates and teachers. This link not only activates students' prior knowledge of self-introduction, but also lays a emotional and cognitive foundation for the subsequent reading and writing activities. Step 2: Pre-reading (Preview and accumulate basic knowledge) Before reading the model articles, carry out pre-reading activities to help students remove language obstacles and lay a foundation for smooth reading. First, present the core vocabulary and phrases related to the lesson on the blackboard or courseware, including "organise", "curious", "depend on", "be fond of", "concentrate on", "make an impression", "look forward to", "sign up for" and so on. For each word and phrase, give simple and easy-to-understand explanations and example sentences closely related to campus life, so that students can understand and remember them quickly. For example, when explaining "be curious about", the example sentence is "The new exchange student is curious about everything on our campus, from the lab to the library."; when explaining "look forward to", the example sentence is "I’m looking forward to exploring the new campus and making new friends here." Then, carry out a quick memory activity: read the words and phrases twice, and ask students to repeat them, so as to strengthen their memory. Next, introduce the background of the model articles to students: the two articles are student profiles written by Ann and Thando, two senior high school students from different countries. They introduce their own basic information, personality, learning styles, hobbies and future plans in the articles. Ask students to predict: "What information do you think will be included in their profiles?" Guide students to combine their own experience of self-introduction to make predictions, which can not only stimulate their reading interest, but also help them focus on the key information in the reading process. Step 3: While-reading (In-depth reading and information extraction) This link is divided into two parts: fast reading and careful reading, guiding students to extract key information, analyze text structure and language features, and lay a foundation for subsequent writing. First, fast reading. Ask students to read the two profiles quickly and answer the following questions: 1. What are the names of the two students? 2. Where are they from? 3. What are their main hobbies? Give students a certain time to read, and after reading, ask students to answer the questions orally. Teachers check students' reading results and correct mistakes in time. Through fast reading, students can quickly grasp the main content of the articles and form a general understanding of the student profiles. Then, careful reading. Ask students to read the articles carefully and complete the following tasks. Task 1: Fill in the table. The table includes the following columns: Name, Age, School, Nationality, Grade, Personality, Learning style, Favorite subject, Hobbies, Future plans. Students need to extract relevant information from the articles and fill in the table accurately. During the process, teachers guide students to mark the key sentences in the articles, such as Ann’s sentence "I’m an organized person and I like to plan things in advance." and Thando’s sentence "I’m curious about everything and I love to explore new things." After students finish filling in the table, invite several students to show their tables on the blackboard, and teachers check and correct them together with the whole class, ensuring that every student can extract key information correctly. Task 2: Analyze the structure of the articles. Ask students to discuss in groups: "What is the structure of these two student profiles? What parts are included?" After the discussion, teachers summarize: the two profiles both adopt a clear structure, which can be divided into three parts: the opening part (introducing basic personal information such as name, age and nationality), the middle part (introducing personality, learning styles, hobbies and other aspects), and the closing part (expressing future plans and expectations). This structure is clear and logical, which is suitable for students to imitate. Task 3: Analyze language features. Ask students to find out the useful sentence patterns in the articles and discuss their usages. For example, "I’m...", "I like...", "I plan to...", "either...or...", "not only...but also...", "it is + adj. + to do sth." and so on. Teachers explain the usages of these sentence patterns in detail, and give additional examples to help students master them. For example, explain the structure "either...or..." and give the example "After class, I either read books in the library or play sports on the playground."; explain "it is + adj. + to do sth." and give the example "It is important for us to form good learning habits." In addition, guide students to pay attention to the use of adjectives in the articles to describe personality and hobbies, such as "organized", "curious", "outgoing", "creative" and so on, and encourage students to accumulate these adjectives to enrich their own language expression. At the same time, guide students to compare the differences between the two articles in language style and content, and ask them: "Which profile do you like better? Why?" Through this link, students can not only master the language features of student profiles, but also cultivate their critical thinking ability. Step 4: Language Focus (Intensify key knowledge and consolidate language foundation) On the basis of reading, focus on explaining the key vocabulary, phrases and sentence patterns in the lesson, and carry out targeted exercises to help students consolidate and master them, laying a solid foundation for writing. First, key vocabulary and phrases. Review the vocabulary and phrases mentioned in the pre-reading link, and focus on explaining the difficult ones. For example, "concentrate on" is a key phrase, which means "focus one's attention on something". Teachers can explain its usage in detail: it is often followed by a noun or gerund, and give example sentences in different contexts, such as "When I study, I always concentrate on my lessons and don't care about other things." and "She concentrates on drawing every afternoon." Then, let students make sentences with this phrase by themselves, and invite several students to share their sentences, teachers make comments and corrections. Another example is "impression", which is a noun. Its derivative words include "impressive" (adjective) and "impress" (verb). Teachers can explain the collocations of these words: "make an impression on sb.", "be impressed with/by sth.", and give example sentences: "Her smile made a deep impression on me." and "I am impressed by his hard work." Guide students to distinguish the usages of these derivative words and carry out substitution exercises. Then, key sentence patterns. Focus on explaining the sentence patterns commonly used in student profiles, such as the sentence pattern for introducing personality "I’m + adjective", the sentence pattern for introducing hobbies "I like/enjoy + doing sth.", the sentence pattern for expressing future plans "I plan to + do sth." or "I hope to + do sth.", and the compound sentence patterns such as "either...or..." and "not only...but also...". For each sentence pattern, carry out targeted exercises. For example, for the sentence pattern "either...or...", let students complete the sentences: 1. I either ______ (read books) or ______ (watch movies) on weekends. 2. After school, my deskmate either ______ (do homework) or ______ (play basketball). For the sentence pattern "not only...but also...", explain that it is used to express the递进 relationship, and the subject-verb agreement should be paid attention to. Give example sentences and let students imitate them. In addition, introduce some advanced sentence structures to help students improve their writing level, such as the double negative structure "never...without..." to strengthen the tone, for example, "You’ll never see me without a book or a pen." which means "I always carry a book or a pen."; and the infinitive structure to express purpose, such as "I want to join the English club to improve my oral English." Finally, carry out a comprehensive exercise: give students a set of words and phrases, and ask them to make sentences with the key sentence patterns they have learned. This exercise can help students integrate the learned knowledge and improve their ability to use language flexibly. Step 5: Pre-writing (Guide writing and build writing scaffolding) After consolidating the language knowledge, guide students to carry out pre-writing preparation, help them sort out their ideas and build a writing scaffolding, so as to ensure that they can complete the writing task smoothly. First, review the structure of the student profile summarized in the while-reading link, and emphasize the three parts: opening (basic personal information), middle (personality, learning styles, hobbies) and closing (future plans). Then, guide students to think about their own information and fill in a writing outline. The outline is designed as follows: 1. Basic information: Name, Age, Grade, School. 2. Personality: What kind of person are you? (e.g., organized, curious, outgoing) 3. Learning styles: How do you usually study? (e.g., like to take notes, study in groups) 4. Hobbies: What do you like to do in your spare time? (e.g., reading, playing sports, listening to music) 5. Future plans: What do you plan to do in senior high school? (e.g., improve your English, join a club, make more friends) Ask students to fill in the outline according to their own actual situation. During the process, teachers walk around the classroom to guide students, help students sort out their ideas, and remind them to use the vocabulary and sentence patterns they have learned. For example, if a student is not sure how to describe his personality, teachers can give him some adjectives for reference, such as "creative", "hard-working", "friendly" and so on; if a student has no idea about future plans, teachers can guide him to combine his own interests and goals, such as "I plan to sign up for the school’s English corner to improve my oral English." Then, invite several students to share their writing outlines, and teachers make appropriate comments and suggestions, such as suggesting students add specific details to make the content more vivid. For example, if a student writes "I like reading", teachers can suggest him to add what kind of books he likes, such as "I like reading science fiction novels because they can broaden my horizons and stimulate my imagination." In addition, remind students to pay attention to the logical coherence of the text, use appropriate transitional words, such as "besides", "also", "however", "therefore" and so on, to connect different parts of the text. For example, when connecting hobbies and learning styles, you can use "besides", such as "Besides reading, I also like to study in groups because it can help me solve difficult problems quickly." Step 6: While-writing (Independent writing and individual guidance) Let students write their own student profiles independently according to the writing outline and the model articles. Before writing, remind students of the following points: 1. Use the vocabulary and sentence patterns learned in the lesson flexibly. 2. Ensure the structure is clear, including the three parts of opening, middle and closing. 3. Pay attention to the correctness of grammar and spelling. 4. Add specific details to make the content vivid and unique. 5. Keep the language concise and fluent. During the writing process, students write independently, and teachers walk around the classroom to provide individual guidance. For students with weak foundation, teachers can help them organize sentences, remind them of the usage of key words and sentence patterns, and help them solve the problems encountered in writing. For example, if a student doesn’t know how to express "I am an organized person", teachers can guide him to use the sentence pattern "I’m + adjective" and the word "organized", and help him make the sentence "I’m an organized person and I always arrange my study and life in order." For students with better foundation, teachers can encourage them to use more advanced sentence structures and vocabulary, and add more unique content to show their personality. For example, encourage them to use the double negative structure or the infinitive structure to express purpose, and add specific examples to their hobbies or learning styles. At the same time, teachers should pay attention to checking students' grammar and spelling, and remind them to correct mistakes in time. If students have questions during the writing process, they can ask teachers for help at any time. Teachers should patiently answer students' questions and give positive guidance to help them build confidence in writing. In addition, remind students to control the length of the article, ensuring that the content is complete and not too long or too short. Step 7: Post-writing (Revise and evaluate, improve writing ability) After students finish writing their first drafts, carry out post-writing activities, including peer revision and teacher evaluation, to help students find problems in their writing and improve their writing level. First, peer revision. Organize students to exchange their writing drafts with their deskmates or group members, and revise each other according to the revision standards. The revision standards are designed as follows: 1. Is the structure clear? Does it include basic personal information, personality, hobbies, learning styles and future plans? 2. Are the vocabulary and sentence patterns used correctly and flexibly? 3. Is the grammar and spelling correct? 4. Is the content vivid and unique? Are there specific details? 5. Is the language concise and fluent? Is the logical coherence good? Ask students to read their deskmates' drafts carefully, mark the problems found, and put forward revision suggestions. For example, if a student's draft has a grammar mistake "I like read books", the deskmate can mark it and suggest changing it to "I like reading books"; if a student's draft lacks specific details, the deskmate can suggest adding relevant content. After the peer revision, students can revise their own drafts according to the suggestions put forward by their deskmates. Then, teacher evaluation. Teachers collect students' revised drafts, read them carefully, and select several typical drafts (including excellent drafts and drafts with common problems) to comment on in class. For excellent drafts, read them aloud to the whole class, and analyze their advantages, such as clear structure, flexible use of language, vivid content and unique personality, so as to set an example for other students. For example, if a student writes "I’m a curious person. Every afternoon, I go to the school library to read books about science and technology, because I want to explore the mysteries of the world. I plan to take part in the school’s science and technology competition next term to show my achievements.", teachers can praise him for his vivid content and flexible use of the sentence patterns "I’m...", "I want to...", "I plan to...". For drafts with common problems, such as incorrect use of sentence patterns, wrong grammar, unclear structure or lack of details, teachers point out the problems and give specific revision suggestions. For example, if a student's draft has unclear structure, teachers can suggest him to adjust the order of the content and add transitional words to make the logical coherence better; if a student's draft lacks details, teachers can suggest him to add specific examples to enrich the content. After the class evaluation, teachers return the drafts to students, and ask students to revise their drafts again according to the teacher's suggestions, forming the final draft. In addition, ask students to hand in their final drafts, and teachers make detailed comments on each draft, pointing out the advantages and disadvantages, and putting forward targeted improvement suggestions, so as to help students improve their writing ability continuously. Step 8: Summary and Extension (Consolidate and expand, apply knowledge to practice) First, summarize the whole lesson. Teachers lead students to review the key points of the lesson, including the structure of student profiles, core vocabulary and sentence patterns, and the steps of writing a student profile. Emphasize that writing a good student profile requires clear structure, correct language, vivid content and unique personality, and encourage students to apply the knowledge learned in the lesson to their daily life. Then, carry out extension activities to help students consolidate the knowledge learned and expand their language application ability. Activity 1: Ask students to introduce their own student profiles to their group members in oral form, using the vocabulary and sentence patterns learned in the lesson. This activity can not only consolidate the writing knowledge, but also improve students' oral expression ability. Activity 2: Assign after-class homework: Ask students to revise their final drafts again, and then exchange their student profiles with students from other groups, and write a short comment on their classmates' profiles, expressing their views and suggestions. In addition, recommend students to read more student profiles or self-introduction articles in English, accumulate more useful vocabulary and sentence patterns, and improve their reading and writing ability. At the same time, guide students to pay attention to the differences in self-introduction between Chinese and foreign students in daily life, understand the cultural connotation behind them, and cultivate their cross-cultural communication awareness. Finally, encourage students to bravely show themselves through self-introduction, establish good interpersonal relationships in senior high school, and lay a good foundation for their future study and life. The whole teaching process focuses on the student-centered concept, combines reading and writing closely, and integrates the cultivation of four-dimensional core literacy into each link, helping students improve their language ability, learning ability, cultural awareness and thinking quality while mastering the writing skills of student profiles. 1 / 1 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 $