Unit 2 Period 3 Integrated skills（表格式教学设计）英语译林版必修第一册

该高中英语教学设计聚焦正式建议信写作，以“亲子关系与成长沟通”为主题，通过猜谜互动激活话题词汇，自由讨论唤醒生活体验，搭建“阅读求助信提取矛盾—听力建议归纳逻辑—口语讨论构思方案—写作输出落实技能”的完整学习支架，实现从输入到输出的递进。 资料特色在于主题贴近学生生活引发情感共鸣，听读写综合技能训练提升语言能力，分层作业设计兼顾差异。通过互评修改培养批判性思维，引导学生掌握建议信结构与得体表达，既助学生提升写作与问题解决能力，也为教师提供可操作的主题式教学路径。

Unit 2 Let’s talk teens Period 3 Integrated skills教学设计 教学基本信息 单元名称 必修第一册Unit 2 Let’s talk teens 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第一册 出版社：译林出版社 出版日期：2020年7月 课时安排 2课时(80min) 课型 写作课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以 “亲子关系与成长沟通” 为主题语境，通过场景猜谜、求助信研读、听力建议示范等情境活动，唤醒学生的生活体验与情感共鸣，自然引入正式建议信的写作主题。 2. 遵循 “学习理解 — 应用实践 — 迁移创新” 的思路：引导学生通过阅读提取矛盾诉求、通过听力归纳建议逻辑（学习理解）；通过口语讨论构思方案、通过写练结合落实写作技能（应用实践）；最后通过真实征文场景实现写作能力的迁移创新。 3. 注重初高中衔接，搭建 “输入 — 构思 — 输出 — 修改” 的完整写作支架，培养学生的结构化写作思维与应用文写作能力，提升语言运用的得体性与实用性。 教材分析 【What】本课为单元综合技能板块，围绕 “亲子关系与成长困惑” 主题展开，包含求助邮件阅读、电台建议听力、口语讨论与建议信写作四大模块。阅读部分呈现三名学生写给电台节目的求助信，展现学业压力、缺乏陪伴、自由受限三类典型亲子矛盾；听力部分呈现主持人的回复建议，示范建议的表达逻辑与语言风格；最终落脚到正式建议邮件的写作输出任务。 【Why】通过学习本节课，学生能掌握正式建议信的文体特征与写作方法，提升实用应用文写作能力；同时学会理性分析亲子矛盾，掌握有效沟通的策略，培养换位思考意识与共情能力，促进健康亲子关系的构建。 【How】教学遵循 “读输入 — 听范例 — 说构思 — 写输出” 的综合技能训练路径：以阅读求助信铺垫问题背景与情感基调，以听力回复归纳建议逻辑与语言表达，以口语讨论完成写作构思与句型操练，以独立写作 + 互评修改落实写作技能；核心词汇采用 “讲解 + 拓展 + 即练” 模式，夯实语言基础，实现技能与知识的协同提升。 学情分析 1. What I know 词汇方面：已掌握家庭生活、情绪感受类基础词汇，能简单描述日常矛盾与个人想法。 写作方面：具备简单书信的写作基础，能写出结构完整的日常信件，但对正式建议信的规范格式与表达逻辑了解较少。 背景知识方面：对亲子相处有真实生活体验，对成长中的亲子矛盾有情感共鸣，对 “如何化解亲子冲突” 的话题有表达意愿。 2. What I want to know 学生想知道正式建议信的标准结构与写作步骤。 学生想学习如何用得体、真诚的英语给出建议，避免生硬说教与口语化表达。 学生想掌握让建议更具说服力的写作技巧，让建议真正有温度、可落地。 3. What I learned 主题内容方面：学生将掌握分析亲子矛盾的思路，了解有效沟通的方法，学会理性看待成长中的代际差异。 语言知识方面：学生将掌握 eager, flexible 等核心词汇的搭配与用法；掌握建议信的结构要素与语言特征；能独立撰写规范、真诚、有针对性的正式建议邮件。 教学目标 语言能力 能读懂青少年的求助邮件，准确提取核心矛盾与情感诉求；能听懂电台节目的建议回复，梳理建议要点与表达逻辑；掌握建议类核心词汇与句型的用法；能撰写结构完整、语言得体、建议具体的正式建议邮件。 学习能力 能通过阅读与听力自主提取、归纳写作要点，提升信息整合与总结能力；能在小组讨论中合作构思解决方案，提升协作学习能力；掌握互评修改的写作方法，提升自主纠错与优化能力。 文化意识 了解代际差异的普遍性，认同沟通与理解在亲子关系中的价值，培养换位思考意识与共情能力，树立健康的家庭交往观念。 思维品质 能梳理建议信的逻辑结构，提升结构化思维与逻辑表达能力；能辩证分析亲子矛盾的成因，提升辩证思维与问题解决能力；能通过互评反思优化写作内容，培养批判性思维。 教学重难点 教学重点 文体维度：掌握正式建议信的三大结构要素（共情式开头、分点具体建议、鼓励式结尾）。 语言维度：掌握建议信 “真诚、正式、逻辑清晰” 的语言特点，熟练运用建议类核心词汇与句型。 教学难点 语体把控：准确使用正式且有温度的书面语撰写建议，避免口语化与生硬说教，做到措辞得体共情。 内容优化：设计具体、可行、有针对性的解决方案，提升建议的说服力与实用性。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. 猜谜互动：展示三幅亲子矛盾场景图片，给出提示词（grades, busy with work, no freedom），学生快速猜测对应的亲子困扰，激活话题词汇。 2. 自由讨论：提问 Have you ever had similar troubles with your parents? How did you deal with them? 引导学生分享经历，自然引入 “化解亲子矛盾、给出建议” 的主题。 ●通过生活化场景与讨论激活背景知识与话题词汇，激发学生情感共鸣与学习兴趣，为后续阅读与写作做好情境铺垫。 5min Activity 2 Reading 1. Some teenagers write to Cynthia, the host of a radio programme called Teen Time, about their problems with their parents. Read the parts of their emails below and describe each problem in one sentence. Rebecca’s problem She _______ hard as her _______ wishes, but her mother pays too much _______ to her ______. Simon’s problem He is _____ and ____ for parents' love, but they are always ____ and spend _____ time with him. Laura’s problem She desires ________, but her parents ______ her too much. 答案：studies, mother, attention, grades lonely, eager, busy, little adventure, protect 2. Free talk Whose problem can you understand most? Why? ●通过范文研读，让学生直观感知求助信的情感基调与问题呈现方式，提取核心矛盾信息，为后续建议写作积累话题素材与情感铺垫。 15min Activity 3 Listening 1. Cynthia is replying to Rebecca’s email on the radio programme. Listen and finish the exercises below. B1 Listen to Cynthia’s reply and circle the correct words to complete the sentences below. ①According to Cynthia, Rebecca feels unhappy because her mother does not understand her/value her effort. ②Cynthia thinks that every parent has too much control over/high hopes for their children. ③According to Cynthia, school and friendship/relaxation are both important. ④Cynthia says Rebecca should be patient/calm enough to understand what her mother does. ⑤Cynthia describes her senior high school life as exciting/tiring. 答案：①value her effort ②high hopes for ③relaxation ④patient ⑤tiring 2. B2 Listen to Cynthia’s reply again and complete the notes below. Advice for Rebecca ● (1)______ your mother.Make sure she understands (2) ______ · Remember to choose(3)______ and start the conversation politely. Example:“I know that you expect me to(4)____ but I’m struggling sometimes.Can we please talk?" · Try to (5)_____.Let your mother know about(6)_____and ask for more free time. Example:Try to make a deal with your mother by explainingwhy you(7)_____ and how it helps you. ● (8)_____ in your mother's shoes and try to understand what she does. Example: When your mother doesn't let you (9)_____think about why she does so. 答案：(1)Talk to (2)your feelings (3)a good time (4)do well at school (5)meet in the middle (6)your interests (7)enjoy music (8)Put yourself (9)go out with your friends 3. Discuss in pairs. How can Rebecca get along well with her mother? 答案：She can talk to her mother about her interest and the reasons for it. She should also put herself in her mother's shoes. ●通过分层听力输入，让学生感知专业建议的呈现逻辑与正式表达，提取建议类核心句型，为写作搭建清晰的语言支架。 15min Activity 4 Speaking 1. Talk about the advice you can give to teens and parents in groups. 2. In pairs, role-play a conversation between Simon/Laura and Cynthia. Try to ask for and give advice. Use the following ideas and expressions to help you. · Problem Simon/Laura has · Advice Cynthia gives Expressions Asking for and giving advice • Asking for advice What shall I do? What do you think I should do? Do you think that I should ...? Do you have any ideas/suggestions? • Giving advice I suggest that you ... I think/feel you can try ... It might be a good idea to ... How about/What about ...? 3. Now each pair will present role-play to the whole class. Let’s see which pair is the most creative and attractive. ●通过口语讨论完成写作前的内容构思与语言预热，将抽象的写作任务转化为具体的交流场景，同时锻炼口语表达与问题解决能力。 15min 应用实践 Activity 5 Writing Write a reply to Simon’s or Laura’s email. Use your ideas from part C and the information in parts A and B to help you. ●完成从构思到成文的完整写作输出，通过自评与互评提升写作质量，落实建议信写作的技能目标，培养反思修改的写作习惯。 20min Activity 6 Language points 详解文章中的重点单词。 ●聚焦核心语言点，通过讲练结合夯实基础，实现教考衔接，提升语言运用的精准度。 5min Activity 7 Summary 以框架图的形式，回顾常见亲子问题类型、建议信的完整结构与建议类核心表达，梳理知识脉络。 ●整合文本信息，梳理知识逻辑，帮助学生构建清晰的认知体系。 2min Activity 8 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2min 迁移创新 作业内容 作业设计意图 1min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 假定你是李华，你校英语报正在举办以“如何处理亲子紧张关系”为主题的征文比赛活动。请你写一篇文章参加比赛，内容包括： 1.亲子紧张关系产生的原因； 2.处理亲子紧张关系具体做法。 二选一 1.双向辩证分析问题的原因； 2.提出具体可落地策略。 注意： 1. 词数80左右； 2. 可适当增加细节，以使行文连贯。 参考范文一： How can teenagers deal with parent-child tension Nowadays, there is more and more disagreement between teenagers and parents. In my opinion, parent-child tension often arises from a lack of understanding and communication. Teenagers may feel misunderstood by their parents, leading to conflicts. To handle this tension, teenagers should communicate openly with their parents, expressing their feelings calmly and listening actively. It is also important for teenagers to try to understand their parents’ perspectives and show empathy. Additionally, setting aside quality time for family activities can help strengthen the bond and reduce misunderstandings. I hope that children and parents can get along well with each other. 参考范文二： How can teenagers deal with parent-child tension Nowadays, parent-child tensions are common among senior high students. We teens are eager for independent decision-making, while parents, driven by academic anxiety, often overinterfere with our daily life and regard our pursuit of freedom as rebellion. Worse still, ineffective communication deepens the mutual misunderstanding. To handle the problem properly, we can initiate frank talks at calm moments. Besides, proving our self-discipline through small daily deeds helps earn more trust from parents. Avoiding emotional arguments also counts. With joint efforts, the relationship will surely improve. I hope that children and parents can get along well with each other through joint efforts and mutual understanding. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 2 Let’s talk teens Period 3 Integrated skills Common parent-child problems Academic pressure → Lack of company → Limited freedom Structure of an advice letter Empathetic opening → Practical suggestions → Encouraging closing Useful expressions for advice I suggest that... It might be a good idea to... How about... Features of a good advice letter sincere → formal → logical → specific 教学反思 优点： 话题贴近学生真实生活，情感共鸣强，学生参与度高，课堂氛围活跃，能主动投入到问题分析与建议构思中。 听、读、说、写层层递进，写作支架搭建充分，从问题认知到逻辑归纳，再到内容构思与成文输出，符合学生的认知规律，写作落实效果较好。 缺点： 部分学生提出的建议较为空泛，缺乏具体可操作的细节，针对性与说服力不足。 少数学生对建议信的语体把控不够准确，写作中出现过于口语化或生硬说教的表达，情感温度与正式度平衡不佳。 改进： 今后应增加优秀建议信赏析环节，提供不同问题场景下的建议范例，引导学生细化解决方案，提升建议的可行性与共情力。增加正式语体与口语表达的对比练习，强化建议类文书的语言意识；在互评环节增加语体与共情度检查项，督促学生规范得体表达。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $