Unit 1 Reading for Writing 2（以读促写课分层作业）英语人教版必修第一册

**基本信息** 本同步练习通过A组基础巩固、B组支架进阶、C组思维挑战及高考拓展的分层设计，构建从词汇句型到语篇创作的完整知识巩固路径，适配新授课差异化教学需求，提升语言能力与思维品质。 **分层设计** |层次|知识覆盖|设计特色| |----|----------|----------| |A组巩固过关|高频词块、基础句型、简单语篇整合|词块默写（8题）、翻译句子（5题），聚焦语言能力基础积累| |B组能力进阶|连贯表达、写作支架应用、反思性写作|五步支架句（句式引导）、句群搭桥（逻辑整合），培养思维品质中的分析与解决问题能力| |C组思维拔高|综合语篇创作、主题深化|情境写作（科技节/义卖），要求120-150词成长故事，体现思维品质的创造与评价| |拓展链接高考|高考题型应用|2025新II卷续写题，衔接应试需求，发展学习能力|

分层作业 Unit 1 Period 3 Reading for Writing 2 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、高频词块默写 1. 渴望加入校队 _____________________________ 2. 连续几次失误 _____________________________ 3. 怀疑自己的能力 ___________________________ 4. 感到尴尬而想离开 _________________________ 5. 接受一个新的角色 _________________________ 6. 拒绝放弃 __________________________________ 7. 通过耐心和努力赢得机会 ____________________ 8. 找到另一条前进道路 ________________________ 二、翻译句子 1. 每一次失误都让我更加紧张。 ___________________________________________________________________________________________ 2. 我从上到下查看名单，却没有看到自己的名字。 ___________________________________________________________________________________________ 3. 一部分的我想立刻离开，另一部分的我却不愿让一次失败定义自己。 ___________________________________________________________________________________________ 4. 从那天起，我每天提前到达，并在每次训练后继续练习。 ___________________________________________________________________________________________ 5. 回想起来，我意识到失败并不总是在告诉我们停下来。 ___________________________________________________________________________________________ 三、基础整合：把孤立句改写成连贯微段 要求：使用 Part of me...while another part... 和 From that day on，将下列信息整合成 3—4 个连贯句子。 I did not make the school photography club. I felt embarrassed. I wanted to stay away. The club leader asked me to help organize photos. I accepted the role. I observed others and practised after each meeting. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 支架式写作 校英文网站 Turning Points 栏目正在征集“我从一次失误中学到的事”。你第一次带领一组交换生参观校园，却认错教学楼并走错路线。你非常尴尬，一度想让其他同学接替。后来，你查看校园地图、向大家道歉并继续完成任务。此后，你反复熟悉路线，第二次带队时顺利完成参观。请以学生投稿者的身份写一篇 100—120 词的英文故事。 一、五步支架句：根据提示完成每一步 故事步骤 句式支架 写作提醒 现实挑战 It was my first time ____________________, and I was eager to ____________________. 交代身份、任务与目标 失败具体化 However, I __________, __________ and __________. 用连续动作写出失误过程 内心冲突 Part of me wanted to __________, while another part __________. 呈现两种相反想法 主动选择 After __________, I apologized and decided to __________. 写清选择的触发点 行动与成长 During the following week, I __________. When __________, __________. Looking back, I realized that __________. 用行动链、结果和反思收束 二、句群搭桥：由句到段 A. 目标与失败：使用 However 和三个连续动作，把“希望留下好印象”与“带错路线”写成 2 句。 ______________________________________________________________________________________________________________________________________________________________________________________ B. 冲突与选择：使用 Part of me...while another part...，再补充查看地图、道歉和继续带队。 ______________________________________________________________________________________________________________________________________________________________________________________ C. 行动、结果与反思：使用 During the following week、When... 和 Looking back，写出练习、成功与成长。 ______________________________________________________________________________________________________________________________________________________________________________________三、段落成篇 请把五步内容整合成一篇 100—120 词的英文投稿。不要逐句照搬支架；注意时态统一、信息取舍和衔接自然。 ______________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 自查清单：□ 写清任务目标 □ 至少三个具体失败动作 □ 呈现两种相反想法 □ 写出两个持续行动 □ 覆盖结果与反思 □ 恰当使用至少三个本课核心表达 四、迁移核对 检查项 我的证据 完成情况 目标明确 我写出了任务及为什么重视它。 □ 已完成 □ 待修改 失败具体 我用至少三个动作，而不是只写 I failed。 □ 已完成 □ 待修改 冲突可信 我写出了逃避与继续之间的矛盾。 □ 已完成 □ 待修改 选择有因 我的决定由地图、道歉或责任意识触发。 □ 已完成 □ 待修改 行动持续 我写出了时间跨度和至少两个可观察行动。 □ 已完成 □ 待修改 主题自然 结尾反思直接来自前文行动与结果。 □ 已完成 □ 待修改 五、诊断升格：指出问题并完成改写 评价维度 原句 你的诊断与升格 情节因果 I failed the science fair demonstration. My partner helped me. Finally, our model worked. 问题： 升格： 人物一致性 I was ashamed and ready to quit, but I immediately became confident. 问题： 升格： 语言有效性 I worked hard every day. I worked hard after class. I worked hard at home. 问题： 升格： 主题生成 I learned that failure is the mother of success. 问题： 升格： 挑战写作 校英文杂志 Another Way Forward 栏目征集第一人称成长故事。任选一个情境，写一篇 120—150 词的英文投稿。文章必须覆盖全部要点，使用至少三个本课核心表达，并让结尾反思由前文行动和结果自然生成。 情境 核心信息 情境 1：科技节展示 你们的模型在展示时突然停止运行；你感到羞愧并想退出；搭档建议逐项测试；你负责记录故障并反复改进；模型最终正常运行；你重新理解失败与合作。 情境 2：慈善图书义卖 你负责给捐赠图书定价，却贴错标签并造成混乱；你想隐瞒错误；最终主动承认并承担责任；你建立清单、重新分类并逐项核对；义卖顺利完成；你理解责任意味着修复错误。 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ （2025年新II卷） “What is your name? ” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland. The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did. Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn’t stop, the entire lecture would be ruined. “It’s okay, professor,” I shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further. After that incident, I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity. 注意： (1) 续写词数应为150个左右； (2) 请按如下格式在答题卡的相应位置作答。 In a class discussion, I was invited to explain the meaning of my name. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Many of my classmates got interested and came up to me after class. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 $ 分层作业 Unit 1 Period 3 Reading for Writing 2 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、高频词块默写 1. 渴望加入校队 _____________________________ 2. 连续几次失误 _____________________________ 3. 怀疑自己的能力 ___________________________ 4. 感到尴尬而想离开 _________________________ 5. 接受一个新的角色 _________________________ 6. 拒绝放弃 __________________________________ 7. 通过耐心和努力赢得机会 ____________________ 8. 找到另一条前进道路 ________________________ 【答案】 1. be eager to join the school team 2. make several mistakes in a row 3. doubt one's own ability 4. feel embarrassed and want to stay away 5. take on a new role 6. refuse to give up 7. earn a chance through patience and effort 8. find a different path forward 二、翻译句子 1. 每一次失误都让我更加紧张。 ___________________________________________________________________________________________ 2. 我从上到下查看名单，却没有看到自己的名字。 ___________________________________________________________________________________________ 3. 一部分的我想立刻离开，另一部分的我却不愿让一次失败定义自己。 ___________________________________________________________________________________________ 4. 从那天起，我每天提前到达，并在每次训练后继续练习。 ___________________________________________________________________________________________ 5. 回想起来，我意识到失败并不总是在告诉我们停下来。 ___________________________________________________________________________________________ 【答案】 1. Each mistake made me more nervous. 2. I searched the list from top to bottom, but my name was not on it. 3. Part of me wanted to walk away immediately, while another part refused to let one failure define me. 4. From that day on, I arrived early every day and continued practising after each training session. 5. Looking back, I realized that failure was not always a sign telling us to stop. 三、基础整合：把孤立句改写成连贯微段 要求：使用 Part of me...while another part... 和 From that day on，将下列信息整合成 3—4 个连贯句子。 I did not make the school photography club. I felt embarrassed. I wanted to stay away. The club leader asked me to help organize photos. I accepted the role. I observed others and practised after each meeting. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 When my name was not on the school photography club list, I felt embarrassed and wanted to stay away. Part of me wanted to give up, while another part accepted the club leader's invitation to organize photos. From that day on, I observed other members carefully and practised after each meeting. 支架式写作 校英文网站 Turning Points 栏目正在征集“我从一次失误中学到的事”。你第一次带领一组交换生参观校园，却认错教学楼并走错路线。你非常尴尬，一度想让其他同学接替。后来，你查看校园地图、向大家道歉并继续完成任务。此后，你反复熟悉路线，第二次带队时顺利完成参观。请以学生投稿者的身份写一篇 100—120 词的英文故事。 一、五步支架句：根据提示完成每一步 故事步骤 句式支架 写作提醒 现实挑战 It was my first time ____________________, and I was eager to ____________________. 交代身份、任务与目标 失败具体化 However, I __________, __________ and __________. 用连续动作写出失误过程 内心冲突 Part of me wanted to __________, while another part __________. 呈现两种相反想法 主动选择 After __________, I apologized and decided to __________. 写清选择的触发点 行动与成长 During the following week, I __________. When __________, __________. Looking back, I realized that __________. 用行动链、结果和反思收束 【答案】 1. guiding a group of exchange students around our school / make a good impression 2. confused two similar buildings / missed the turn to the library / led everyone to the wrong place 3. ask another student to take over / refused to let one mistake define me 4. checking the campus map / continue the tour 5. walked the route after class and marked every key stop / I guided a second group / the tour went smoothly / mistakes can become useful directions when we choose to learn from them 二、句群搭桥：由句到段 A. 目标与失败：使用 However 和三个连续动作，把“希望留下好印象”与“带错路线”写成 2 句。 ______________________________________________________________________________________________________________________________________________________________________________________ B. 冲突与选择：使用 Part of me...while another part...，再补充查看地图、道歉和继续带队。 ______________________________________________________________________________________________________________________________________________________________________________________ C. 行动、结果与反思：使用 During the following week、When... 和 Looking back，写出练习、成功与成长。 ______________________________________________________________________________________________________________________________________________________________________________________三、段落成篇 请把五步内容整合成一篇 100—120 词的英文投稿。不要逐句照搬支架；注意时态统一、信息取舍和衔接自然。 ______________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 自查清单：□ 写清任务目标 □ 至少三个具体失败动作 □ 呈现两种相反想法 □ 写出两个持续行动 □ 覆盖结果与反思 □ 恰当使用至少三个本课核心表达 【答案】 It was my first time guiding a group of exchange students around our school, and I was eager to make a good impression. However, I confused two similar buildings, missed the turn to the library, and led everyone to the wrong place. My face burned with embarrassment. Part of me wanted another student to take over, while another part refused to let one mistake define me. After checking the campus map, I apologized and continued the tour. During the following week, I walked the route after class and marked every key stop. When I guided a second group, the tour went smoothly. Looking back, I realized that mistakes can become useful directions when we choose to learn from them. 四、迁移核对 检查项 我的证据 完成情况 目标明确 我写出了任务及为什么重视它。 □ 已完成 □ 待修改 失败具体 我用至少三个动作，而不是只写 I failed。 □ 已完成 □ 待修改 冲突可信 我写出了逃避与继续之间的矛盾。 □ 已完成 □ 待修改 选择有因 我的决定由地图、道歉或责任意识触发。 □ 已完成 □ 待修改 行动持续 我写出了时间跨度和至少两个可观察行动。 □ 已完成 □ 待修改 主题自然 结尾反思直接来自前文行动与结果。 □ 已完成 □ 待修改 五、诊断升格：指出问题并完成改写 评价维度 原句 你的诊断与升格 情节因果 I failed the science fair demonstration. My partner helped me. Finally, our model worked. 问题： 升格： 人物一致性 I was ashamed and ready to quit, but I immediately became confident. 问题： 升格： 语言有效性 I worked hard every day. I worked hard after class. I worked hard at home. 问题： 升格： 主题生成 I learned that failure is the mother of success. 问题： 升格： 【答案】 情节因果：问题：只有结果，没有说明帮助方式、改进过程与结果之间的因果。 升格：After the model stopped during the demonstration, my partner suggested testing one part at a time. By checking the wires, recording each result and rebuilding the weak connection, we finally made the model work. 人物一致性：问题：情绪由羞愧直接跳到自信，缺少触发依据和渐变过程。 升格：Although I was still ashamed, my partner's calm words made me reconsider quitting. As our repeated tests produced small improvements, my self-doubt gradually gave way to confidence. 语言有效性：问题：重复使用 worked hard，信息空泛，未呈现可观察行动。 升格：From that day on, I stayed after class to check the circuit, kept a testing log at home and discussed each failure with my partner. 主题生成：问题：格言可以套用于任何故事，没有回扣模型测试与改进。 升格：Looking back, I realized that failure did not prove our idea was useless; it showed us exactly what needed to be tested and improved. 挑战写作 校英文杂志 Another Way Forward 栏目征集第一人称成长故事。任选一个情境，写一篇 120—150 词的英文投稿。文章必须覆盖全部要点，使用至少三个本课核心表达，并让结尾反思由前文行动和结果自然生成。 情境 核心信息 情境 1：科技节展示 你们的模型在展示时突然停止运行；你感到羞愧并想退出；搭档建议逐项测试；你负责记录故障并反复改进；模型最终正常运行；你重新理解失败与合作。 情境 2：慈善图书义卖 你负责给捐赠图书定价，却贴错标签并造成混乱；你想隐瞒错误；最终主动承认并承担责任；你建立清单、重新分类并逐项核对；义卖顺利完成；你理解责任意味着修复错误。 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】 As a volunteer at our class charity book sale, I was responsible for pricing donated books. In a hurry, I mixed up several labels, sold some valuable books too cheaply, and caused confusion at the checkout table. Embarrassment washed over me, and part of me wanted to stay silent. Yet another part knew that hiding the mistake would only make things worse. I admitted what had happened and offered to fix it. From that afternoon on, I checked every price with a classmate, created a simple inventory list, and placed different kinds of books in clearly marked boxes. By the final day, the sale was running smoothly and we raised enough money for the community library. Looking back, I realized that responsibility is not avoiding mistakes, but facing them and repairing the damage they cause. （2025年新II卷） “What is your name? ” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland. The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did. Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn’t stop, the entire lecture would be ruined. “It’s okay, professor,” I shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further. After that incident, I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity. 注意： (1) 续写词数应为150个左右； (2) 请按如下格式在答题卡的相应位置作答。 In a class discussion, I was invited to explain the meaning of my name. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Many of my classmates got interested and came up to me after class. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【参考范文】 In a class discussion, I was invited to explain the meaning of my name. Standing up, I felt a mix of nervousness and excitement. “My name, Qiuyu, combines the characters for autumn and rain in Chinese,” I began, my voice steady. “Autumn represents harvest and maturity, while rain symbolizes nourishment and growth. Together, they embody a time of abundance and renewal.” As I spoke, I noticed the rapt attention of my classmates, their eyes reflecting curiosity and respect. It was a moment of connection, a bridge built between cultures through the simple act of sharing my name. Many of my classmates got interested and came up to me after class. They surrounded me, their questions pouring out like a stream. “What other names have beautiful meanings in Chinese?” “Can you teach us how to write our names in Chinese characters?” I smiled, feeling a warmth spread through me. I took out a piece of paper and began to sketch out characters, explaining each stroke and its significance. Through this interaction, I realized that by embracing my cultural identity, I was not only preserving my heritage but also enriching the lives of those around me. It was a small yet meaningful step towards fostering cultural understanding and appreciation. 学科网（北京）股份有限公司 $