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 科目 英语 年级 高一 核心素养目标 The four-dimensional core literacy of this lesson is closely combined with the theme of "getting to know new people and adapting to senior high school life", aiming to promote the all-round development of students’ English literacy. Language competence focuses on enabling students to understand the structure and language features of student profiles through reading, master basic vocabulary and sentence patterns related to self-introduction, and successfully complete a logical and fluent student profile. Cultural awareness helps students realize the importance of sincere self-expression in interpersonal communication, understand the commonalities and differences of self-introduction in different cultural contexts, and cultivate cross-cultural communication awareness. Thinking quality is developed by guiding students to sort out, analyze and summarize the key information of the reading texts, and then apply the learned writing methods to create personalized profiles, thus improving their logical thinking and creative thinking abilities. Learning ability is cultivated through independent reading, group discussion and cooperative revision, enabling students to master effective reading and writing strategies, form the habit of autonomous learning and peer mutual assistance, and lay a solid foundation for their long-term English learning. 教学重难点 The key points of this lesson are helping students understand the typical structure of student profiles, including basic personal information, personality, hobbies, learning styles and future plans, and master the commonly used vocabulary, phrases and sentence patterns in self-introduction. It also focuses on guiding students to apply the writing skills learned from reading texts to their own writing, ensuring that the written profiles are clear in structure and accurate in language. The difficult points lie in enabling students to flexibly use appropriate language to express their personal characteristics and avoid rigid imitation of the sample texts; helping students properly arrange the logical order of the content, use transition words naturally to make the text coherent; and guiding students to pay attention to the appropriateness of language in different contexts, so as to write personalized and authentic student profiles that can leave a deep impression on others. 教学过程——主要思路 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a free talk: “As senior one students, you have just entered a new campus and met many new teachers and classmates. How do you usually introduce yourself to others? What information do you usually include in your self-introduction?” Then, the teacher invites 2-3 students to share their oral self-introductions in front of the class. After the sharing, the teacher summarizes: “Your self-introductions are very good, but when we need to introduce ourselves in writing, such as on the class website or in a letter to a new pen pal, we need a more systematic and complete form, which is called a student profile. Today, we will learn how to read and write a student profile through the Reading for Writing part.” Design Intention: The lead-in activity is closely connected with the students’ real life experience of adapting to senior high school. By asking questions and inviting oral sharing, it can arouse students’ interest in learning, activate their existing knowledge and experience of self-introduction, and naturally lead to the theme of the lesson—student profile. It also bridges the gap between oral expression and written expression, laying a foundation for the subsequent reading and writing links. Step 2: Pre-reading (Preparatory Activity) First, the teacher presents some new words and phrases related to the reading texts on the screen, including “curious”, “outgoing”, “learning style”, “hobby”, “dream”, “be fond of”, “be good at”, “plan to do sth.”, etc. The teacher explains the meanings and usages of these words and phrases with simple English sentences combined with the students’ daily life, and asks students to make simple sentences with 2-3 of them to consolidate their memory. Then, the teacher asks students to look at the titles and pictures of the two sample profiles in the textbook and guess: “Who are the writers of these two profiles? What information do you think they will introduce about themselves?” Students are allowed to discuss in pairs for a short time and then share their guesses. Design Intention: The pre-reading activity mainly focuses on removing the language barriers for students’ reading. By teaching new words and phrases related to the theme, it helps students better understand the reading texts. Guessing the content of the texts through titles and pictures can stimulate students’ reading motivation, cultivate their ability of predicting information, and enable them to enter the reading link with a clear purpose. Step 3: While-reading (Reading and Analyzing Activity) This step is divided into two parts: intensive reading and careful analysis, aiming to help students deeply understand the structure and language features of the sample profiles. First, the teacher asks students to read the two sample profiles (Ann’s and Thando’s) silently and complete the following tasks: 1. Underline the basic personal information of the two writers (name, age, grade, school). 2. Circle the words or phrases used to describe their personalities. 3. List their hobbies, learning styles and future plans respectively. After students finish the tasks, the teacher checks the answers with the whole class, and sorts out the key information on the blackboard, helping students clearly grasp the main content of the texts. Then, the teacher guides students to analyze the structure of the sample profiles. The teacher asks: “What are the common parts of the two profiles? In what order do they introduce the information?” Through group discussion, students summarize that the common structure of the two profiles includes three parts: opening (greeting and self-introduction), body (basic information, personality, hobbies, learning styles, future plans) and closing (expression of expectation for making friends). The teacher further emphasizes: “A good student profile should have a clear structure, and each part of the content should be closely connected, which can let readers quickly understand your personal situation.” Next, the teacher focuses on guiding students to appreciate the language features of the sample profiles. The teacher asks students to find out the sentence patterns commonly used in the texts, such as “I’m a/an... person.”, “My favorite subject is...”, “I am fond of...”, “I plan to... in the future.”, “My dream is to...”. The teacher explains the usages of these sentence patterns and points out that the language of the sample profiles is simple, concise and authentic, which is suitable for communicating with peers. At the same time, the teacher guides students to pay attention to the use of transition words, such as “also”, “besides”, “however”, which make the text more coherent. Design Intention: The while-reading activity is the core of the reading link. By setting hierarchical tasks (intensive reading to extract information, analysis to summarize structure, appreciation to master language features), it guides students to read and think in depth, helping them gradually understand the writing rules of student profiles. Group discussion and collective summary can not only improve students’ participation, but also cultivate their ability of cooperation and communication, and lay a solid foundation for the subsequent writing practice. Step 4: While-writing (Writing Practice Activity) Before starting the formal writing, the teacher guides students to make a writing outline. The teacher presents a writing outline on the screen, including the following parts: 1. Opening: Greet the readers and briefly introduce yourself (name, grade, school). 2. Body: Describe your personality (use 1-2 appropriate adjectives), introduce your hobbies and learning styles, and talk about your future plans and dreams. 3. Closing: Express your expectation for making new friends. The teacher asks students to fill in the outline according to their own actual situation, and reminds them to use the words, phrases and sentence patterns learned in the reading link. After students finish the outline, they start to write the first draft of their student profiles independently. The teacher walks around the classroom, observes students’ writing situation, and provides targeted guidance for students who have difficulties. For example, for students who can’t find appropriate words to describe their personalities, the teacher can give some common adjectives for reference; for students who have problems with the logical order, the teacher can guide them to adjust the order of the content according to the outline; for students who make grammatical mistakes, the teacher can help them correct and explain the relevant grammatical knowledge. Design Intention: The while-writing activity focuses on transforming the knowledge and skills learned from reading into practical writing ability. Guiding students to make a writing outline first can help them sort out their ideas, avoid the confusion of writing content, and reduce the difficulty of writing. Independent writing can cultivate students’ ability of independent thinking and language expression, while the teacher’s targeted guidance can help students solve the problems encountered in the writing process in time, ensure that each student can complete the writing task smoothly, and enhance their confidence in writing. Step 5: Post-writing (Revision and Evaluation Activity) First, the teacher organizes students to carry out peer revision. Students are divided into groups of 4, and each student reads his/her own draft to the group members. The group members revise the draft according to the following evaluation criteria: 1. Is the structure clear (including opening, body and closing)? 2. Is the information complete (covering basic information, personality, hobbies, etc.)? 3. Are the words and phrases used correctly? 4. Are the sentences fluent and free of grammatical mistakes? 5. Is the language authentic and personalized? Each group member puts forward constructive revision suggestions, and the writer takes notes and revises his/her draft accordingly. Then, the teacher selects 2-3 typical drafts (one excellent draft and one draft with common problems) to display in front of the whole class. For the excellent draft, the teacher guides students to appreciate its advantages, such as clear structure, accurate language and personalized expression, and encourages other students to learn from it. For the draft with common problems, the teacher leads students to analyze the existing problems together, such as incomplete information, incorrect word usage or incoherent sentences, and guides the writer to revise it on the spot. After the revision, the teacher summarizes the common problems in students’ writing and puts forward corresponding improvement suggestions. Finally, students revise their own drafts again according to the peer revision suggestions and the teacher’s comments, and then submit their final drafts to the teacher for further evaluation. Design Intention: The post-writing activity focuses on improving students’ writing ability through revision and evaluation. Peer revision can not only let students learn from each other, find their own problems in the process of evaluating others’ drafts, but also cultivate their ability of critical thinking and cooperative learning. The teacher’s display and comment can help students further clarify the key points and difficulties of writing, correct common mistakes, and improve their writing level comprehensively. The process of revising the draft again can deepen students’ understanding of the writing rules and enhance their sense of accomplishment in writing. Step 6: Summary and Extension (Summary and Consolidation Activity) The teacher summarizes the content of the lesson: “In today’s class, we read two student profiles, understood their structure and language features, and completed our own student profiles through writing and revision. We have mastered the basic methods of writing a student profile, and also improved our reading and writing abilities. I hope you can use what you have learned today to introduce yourself to new teachers and classmates, and make more good friends in senior high school.” Then, the teacher arranges the after-class extension task: 1. Polish your final draft and make a simple poster with your photo and student profile, which will be displayed in the classroom. 2. Read more student profiles on the Internet or in English magazines, collect useful words and sentence patterns, and take notes. 3. Introduce your student profile to your deskmate in English in the next class. Design Intention: The summary link helps students sort out the knowledge and skills learned in the lesson, strengthen their memory and understanding. The after-class extension task connects the classroom learning with the daily life of students, not only consolidates the knowledge learned in the class, but also expands students’ learning channels, cultivates their ability of autonomous learning and practical application, and realizes the extension and expansion of the lesson content. 1 / 2 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 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $