Unit 3 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** 高中英语新授课同步练，分层清晰，从词汇句型到语篇写作递进，适配语言能力培养与思维品质提升，助力新授课知识巩固与能力进阶。 **分层设计** |层次|知识覆盖|设计特色| |----|----------|----------| |A组巩固过关|核心词块与基础句型|高频词块默写夯实语言基础，翻译句子强化句型应用| |B组能力进阶|篇章结构与写作逻辑|七步支架句搭建写作框架，句群搭桥训练连贯表达| |C组思维拔高|综合语用与思维迁移|情境写作整合“比较-改变-进步”逻辑，培养真实表达| |拓展链接高考|高考真题语篇应用|对接高考题型，提升应试能力与跨情境迁移能力|

分层作业 Unit 3 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. 与别人比较自己 ______________________________ 2. 拼命追赶别人的节奏 __________________________ 3. 训练过度 ____________________________________ 4. 忽视身体发出的警告信号 ______________________ 5. 精疲力尽 ____________________________________ 6. 重新调整自己的目标 __________________________ 7. 按照适合自己的节奏 __________________________ 8. 在训练和恢复之间保持平衡 ____________________ 9. 刷新个人最好成绩 ____________________________ 10. 关注进步而不是排名 __________________________ 二、翻译句子 1. 我越想跟上他，就越忽视自己的节奏。 ___________________________________________________________________________________________ 2. 跑到一半时，我的呼吸变得急促，双腿像灌了铅一样沉重。 ___________________________________________________________________________________________ 3. 教练没有批评我，而是问了一个让我沉默的问题。 ___________________________________________________________________________________________ 4. 从那以后，我不再照搬别人的训练节奏，而是制定了适合自己的计划。 ___________________________________________________________________________________________ 5. 看到计时器上的数字，我第一次真正为自己的进步感到骄傲。 ___________________________________________________________________________________________ 三、基础整合：把孤立信息改写成连贯微段 要求：使用 The more..., the more...、Halfway through...、Instead of... 和 From that day on，将下列信息整合成 4—5 个连贯句子。 I wanted to shoot as well as the best basketball player in our class. I stayed after school longer every day. My arm became sore. My shots became less accurate. I stopped during a practice. The coach asked me whether I wanted to copy someone else or improve my own technique. I changed my plan and began recording my own shooting accuracy. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 支架式写作 校英文网站 Stronger Me 栏目正在征集“我重新理解进步的一次经历”。你报名参加学校跳绳挑战，一直把班里成绩最好的同学当作目标。为了追上对方，你每天在原有训练后继续加练，甚至手腕酸痛、睡眠不足也不肯停。一次模拟测试中，你前半程速度过快，随后节奏完全打乱，不得不中途停下。体育老师没有责备你，而是问：“你是在追一个数字，还是在建立一个能长期坚持的节奏？”之后你重新制定计划，加入休息日和技术练习。正式挑战中你没有拿到第一，却刷新了自己的最好成绩。请以学生投稿者的身份写一篇 100—120 词的英文故事。 一、七步支架句：根据提示完成每一步 故事步骤 句式支架 写作提醒 比较压力 I kept comparing __________ with __________ and wanted to prove that __________. 写清比较对象与错误目标来源 不合理努力 The more I wanted to catch up, the more I __________, __________ and __________. 用平行动作链呈现“过度” 身体警告 Before long, my __________ and I began to __________. 让身体信号预告问题升级 现实挫折 Halfway through the practice test, __________. Finally, I __________. 身体＋动作＋结果写高潮 重构目标 Instead of criticizing me, my PE teacher asked, “__________?” 用一句有针对性的问题推动转折 平衡行动 From that day on, rather than __________, I __________ and __________. 旧做法 vs 新做法形成对照 个人进步与成长 In the final challenge, I __________. Looking back, I realized that __________. 结果真实可信；主题回扣比较与进步 二、句群搭桥：由句到段 A. 比较与过度：使用 I kept comparing...、The more..., the more...，用 2 句写出想追上同学以及加练、忽视手腕和睡眠。 ______________________________________________________________________________________________________________________________________________________________________________________ B. 身体警告与挫折：使用 Before long...、Halfway through... 和 Finally...，写出身体信号、起速过快、节奏打乱与停下。 ______________________________________________________________________________________________________________________________________________________________________________________ C. 转折与改变：用老师的一句问题完成认知转折，再使用 From that day on / Rather than... 写出新计划。 ______________________________________________________________________________________________________________________________________________________________________________________ D. 结果与反思：使用 In the final challenge...、When I looked at... 和 Looking back...，写出“未夺冠但刷新个人最好成绩”以及新的理解。 ______________________________________________________________________________________________________________________________________________________________________________________ 三、段落成篇 请把七步内容整合成一篇 100—120 词的英文投稿。不要逐句照搬支架；注意人物从焦虑到重新设定目标的变化应有依据，并用真实结果表现成长。 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 自查清单： [ ] 写清比较对象和错误目标 [ ] 用至少两个动作表现“过度” [ ] 有身体警告 [ ] 挫折具体可见 [ ] 一句关键对话推动转折 [ ] 新旧做法形成对照 [ ] 结果不强行“夺冠” [ ] 结尾回扣比较与进步 四、迁移核对 检查项 我的证据 完成情况 目标有源 我写出了为什么开始比较、为什么想追上别人。 □ 已完成 □ 待修改 过度可见 我用至少两个具体行为，而不是只写 I trained too hard。 □ 已完成 □ 待修改 身体有信号 我写出疲劳、疼痛、呼吸、睡眠或节奏等可观察反应。 □ 已完成 □ 待修改 挫折有因 失败直接由前文错误做法导致，而不是突然发生。 □ 已完成 □ 待修改 转折有据 老师/队友的话针对前文问题，让人物重新理解目标。 □ 已完成 □ 待修改 行动有变 我用旧做法 vs 新做法写出训练、节奏、休息的具体改变。 □ 已完成 □ 待修改 结果真实 结果是个人最好成绩、完成目标或状态改善，而非突然夺冠。 □ 已完成 □ 待修改 主题自然 结尾由“比较—改变—进步”的经历自然生发。 □ 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 wanted to be better than my friend. I trained a lot. Then I failed the test. My teacher helped me. 问题： 升格： 人物一致性 I was exhausted and upset, but after one sentence from my teacher I immediately became completely confident. 问题： 升格： 语言有效性 I trained hard every day. I trained hard after class. I trained hard at home. 问题： 升格： 主题生成 I learned that practice makes perfect. 问题： 升格： 挑战写作 校英文杂志 My Better Self 栏目征集第一人成长故事。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，恰当使用至少三个本课核心表达，并让结尾感悟由“比较/压力—错误做法—现实反馈—目标重构—具体改变—真实结果”自然生成。 情境 核心信息 情境 1：篮球投篮挑战 班级举行定点投篮挑战；你总盯着校队同学的命中数，希望证明自己也一样强；你连续几天加练，手臂酸痛后仍不休息，动作开始变形；一次模拟测试中命中率反而下降；教练提醒你“稳定动作比追数字更重要”；你减少无效加练，记录自己的出手姿势与命中率，并安排恢复；正式挑战中你不是最高分，却刷新个人最好成绩并理解“进步”的含义。 情境 2：30天健康排行榜 班级使用运动App完成30天健康活动；排行榜上同学的步数和训练时长让你焦虑；你为了不落后每天额外运动并压缩睡眠，几天后课堂注意力明显下降；老师让你观察自己的睡眠、精力和运动感受，而不是只看排名；你重新设定适合自己的运动量、休息日和睡眠目标；月底排名普通，但你精力更稳定，也重新理解健康与比较。 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 写作提醒：人物的“改变”必须由前文身体/现实反馈触发；结果不要求第一名；结尾不要套“坚持就是胜利”“熟能生巧”等万能格言。 （2022新Ⅰ卷+II卷） It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route(路线) through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration(懊恼). I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. We sat down next to each other, but David wouldn’t look at me. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I watched as David moved up to the starting line with the other runners. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 $ 分层作业 Unit 3 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. 与别人比较自己 ______________________________ 2. 拼命追赶别人的节奏 __________________________ 3. 训练过度 ____________________________________ 4. 忽视身体发出的警告信号 ______________________ 5. 精疲力尽 ____________________________________ 6. 重新调整自己的目标 __________________________ 7. 按照适合自己的节奏 __________________________ 8. 在训练和恢复之间保持平衡 ____________________ 9. 刷新个人最好成绩 ____________________________ 10. 关注进步而不是排名 __________________________ 【答案】 1. compare oneself with others 2. push oneself to keep up with others 3. train too hard / overtrain 4. ignore the warning signs from one’s body 5. feel completely exhausted 6. reset / redefine one’s goal 7. at a pace that suits oneself 8. balance training with recovery 9. achieve / set a personal best 10. focus on progress rather than ranking 二、翻译句子 1. 我越想跟上他，就越忽视自己的节奏。 ___________________________________________________________________________________________ 2. 跑到一半时，我的呼吸变得急促，双腿像灌了铅一样沉重。 ___________________________________________________________________________________________ 3. 教练没有批评我，而是问了一个让我沉默的问题。 ___________________________________________________________________________________________ 4. 从那以后，我不再照搬别人的训练节奏，而是制定了适合自己的计划。 ___________________________________________________________________________________________ 5. 看到计时器上的数字，我第一次真正为自己的进步感到骄傲。 ___________________________________________________________________________________________ 【答案】 1. The harder I tried to keep up with him, the more I ignored my own pace. 2. Halfway through the run, my breathing became short and my legs felt as heavy as lead. 3. Instead of criticizing me, the coach asked a question that left me silent. 4. From that day on, I stopped copying other people’s training pace and made a plan that suited me. 5. Seeing the time on the clock, I felt truly proud of my own progress for the first time. 三、基础整合：把孤立信息改写成连贯微段 要求：使用 The more..., the more...、Halfway through...、Instead of... 和 From that day on，将下列信息整合成 4—5 个连贯句子。 I wanted to shoot as well as the best basketball player in our class. I stayed after school longer every day. My arm became sore. My shots became less accurate. I stopped during a practice. The coach asked me whether I wanted to copy someone else or improve my own technique. I changed my plan and began recording my own shooting accuracy. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 The more I tried to shoot like the best player in our class, the longer I stayed after school and the more I ignored my own condition. Halfway through one practice, my arm became sore and my shots grew less accurate, so I finally stopped. Instead of blaming me, the coach asked whether I wanted to copy someone else or improve my own technique. From that day on, I reduced the extra practice and began recording my own shooting accuracy, focusing on steady improvement rather than someone else’s numbers. 支架式写作 校英文网站 Stronger Me 栏目正在征集“我重新理解进步的一次经历”。你报名参加学校跳绳挑战，一直把班里成绩最好的同学当作目标。为了追上对方，你每天在原有训练后继续加练，甚至手腕酸痛、睡眠不足也不肯停。一次模拟测试中，你前半程速度过快，随后节奏完全打乱，不得不中途停下。体育老师没有责备你，而是问：“你是在追一个数字，还是在建立一个能长期坚持的节奏？”之后你重新制定计划，加入休息日和技术练习。正式挑战中你没有拿到第一，却刷新了自己的最好成绩。请以学生投稿者的身份写一篇 100—120 词的英文故事。 一、七步支架句：根据提示完成每一步 故事步骤 句式支架 写作提醒 比较压力 I kept comparing __________ with __________ and wanted to prove that __________. 写清比较对象与错误目标来源 不合理努力 The more I wanted to catch up, the more I __________, __________ and __________. 用平行动作链呈现“过度” 身体警告 Before long, my __________ and I began to __________. 让身体信号预告问题升级 现实挫折 Halfway through the practice test, __________. Finally, I __________. 身体＋动作＋结果写高潮 重构目标 Instead of criticizing me, my PE teacher asked, “__________?” 用一句有针对性的问题推动转折 平衡行动 From that day on, rather than __________, I __________ and __________. 旧做法 vs 新做法形成对照 个人进步与成长 In the final challenge, I __________. Looking back, I realized that __________. 结果真实可信；主题回扣比较与进步 【答案】 1. my skipping score / the best student’s score / I could be just as good 2. practised longer after class / ignored my sore wrists / stayed up too late 3. wrists were often sore / sleep badly 4. I started too fast and soon lost my rhythm / had to stop before the test was over 5. Are you chasing a number, or are you building a rhythm you can sustain 6. trying to beat someone else every day / practised at a pace I could control / added rest days and technique work 7. did not finish first but set a personal best / progress means becoming stronger in a way I can sustain, not copying someone else’s result 二、句群搭桥：由句到段 A. 比较与过度：使用 I kept comparing...、The more..., the more...，用 2 句写出想追上同学以及加练、忽视手腕和睡眠。 ______________________________________________________________________________________________________________________________________________________________________________________ B. 身体警告与挫折：使用 Before long...、Halfway through... 和 Finally...，写出身体信号、起速过快、节奏打乱与停下。 ______________________________________________________________________________________________________________________________________________________________________________________ C. 转折与改变：用老师的一句问题完成认知转折，再使用 From that day on / Rather than... 写出新计划。 ______________________________________________________________________________________________________________________________________________________________________________________ D. 结果与反思：使用 In the final challenge...、When I looked at... 和 Looking back...，写出“未夺冠但刷新个人最好成绩”以及新的理解。 ______________________________________________________________________________________________________________________________________________________________________________________ 三、段落成篇 请把七步内容整合成一篇 100—120 词的英文投稿。不要逐句照搬支架；注意人物从焦虑到重新设定目标的变化应有依据，并用真实结果表现成长。 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 自查清单： [ ] 写清比较对象和错误目标 [ ] 用至少两个动作表现“过度” [ ] 有身体警告 [ ] 挫折具体可见 [ ] 一句关键对话推动转折 [ ] 新旧做法形成对照 [ ] 结果不强行“夺冠” [ ] 结尾回扣比较与进步 【答案】 I joined the school skipping challenge determined to catch the best student in my class. The more I compared my score with hers, the longer I practised, even when my wrists were sore and I was sleeping badly. During a practice test, I started too fast, lost my rhythm halfway and finally had to stop. Instead of criticizing me, my PE teacher asked whether I was chasing a number or building a rhythm I could sustain. From then on, I practised at a controllable pace, added rest days and worked on technique. In the final challenge, I did not finish first, but I set a personal best. I learned that steady progress matters more than copying someone else’s result. 四、迁移核对 检查项 我的证据 完成情况 目标有源 我写出了为什么开始比较、为什么想追上别人。 □ 已完成 □ 待修改 过度可见 我用至少两个具体行为，而不是只写 I trained too hard。 □ 已完成 □ 待修改 身体有信号 我写出疲劳、疼痛、呼吸、睡眠或节奏等可观察反应。 □ 已完成 □ 待修改 挫折有因 失败直接由前文错误做法导致，而不是突然发生。 □ 已完成 □ 待修改 转折有据 老师/队友的话针对前文问题，让人物重新理解目标。 □ 已完成 □ 待修改 行动有变 我用旧做法 vs 新做法写出训练、节奏、休息的具体改变。 □ 已完成 □ 待修改 结果真实 结果是个人最好成绩、完成目标或状态改善，而非突然夺冠。 □ 已完成 □ 待修改 主题自然 结尾由“比较—改变—进步”的经历自然生发。 □ 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 wanted to be better than my friend. I trained a lot. Then I failed the test. My teacher helped me. 问题： 升格： 人物一致性 I was exhausted and upset, but after one sentence from my teacher I immediately became completely confident. 问题： 升格： 语言有效性 I trained hard every day. I trained hard after class. I trained hard at home. 问题： 升格： 主题生成 I learned that practice makes perfect. 问题： 升格： 【答案】 情节因果：问题：缺少“比较如何导致过度、过度如何导致挫折、帮助如何针对问题”的完整链条。 升格：Trying to match my friend’s score, I added extra practice every day and ignored my sore wrists. When I started too fast and lost my rhythm halfway through the test, my teacher helped me rebuild the plan around my own pace and recovery. 人物一致性：问题：从疲惫和挫败直接跳到“完全自信”，缺少思考与渐变过程。 升格：I was still disappointed, but my teacher’s question made me reconsider what I was trying to prove. Instead of feeling confident at once, I first decided to try a more realistic plan and see whether my body responded better. 语言有效性：问题：重复使用 trained hard，信息空泛，未呈现可观察行动。 升格：From that week on, I stayed for one focused technique session, recorded my scores and stopped adding extra practice when my wrists began to ache. 主题生成：问题：格言过泛，没有回扣“盲目比较—健康训练—个人进步”的主线。 升格：Looking back, I realized that progress was not about forcing my body to match someone else’s number; it was about building a stronger version of myself at a pace I could sustain. 挑战写作 校英文杂志 My Better Self 栏目征集第一人成长故事。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，恰当使用至少三个本课核心表达，并让结尾感悟由“比较/压力—错误做法—现实反馈—目标重构—具体改变—真实结果”自然生成。 情境 核心信息 情境 1：篮球投篮挑战 班级举行定点投篮挑战；你总盯着校队同学的命中数，希望证明自己也一样强；你连续几天加练，手臂酸痛后仍不休息，动作开始变形；一次模拟测试中命中率反而下降；教练提醒你“稳定动作比追数字更重要”；你减少无效加练，记录自己的出手姿势与命中率，并安排恢复；正式挑战中你不是最高分，却刷新个人最好成绩并理解“进步”的含义。 情境 2：30天健康排行榜 班级使用运动App完成30天健康活动；排行榜上同学的步数和训练时长让你焦虑；你为了不落后每天额外运动并压缩睡眠，几天后课堂注意力明显下降；老师让你观察自己的睡眠、精力和运动感受，而不是只看排名；你重新设定适合自己的运动量、休息日和睡眠目标；月底排名普通，但你精力更稳定，也重新理解健康与比较。 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 写作提醒：人物的“改变”必须由前文身体/现实反馈触发；结果不要求第一名；结尾不要套“坚持就是胜利”“熟能生巧”等万能格言。 【参考范文·】 During our 30-day health challenge, I kept comparing my activity numbers with classmates at the top of the app leaderboard. Afraid of falling behind, I added extra workouts and even cut down on sleep. Before long, I felt exhausted and could hardly focus in class. Seeing this, my teacher asked me to record not only exercise time but also sleep, energy and how my body felt. Only then did I realize that I was training for a ranking rather than for health. I reset my goal, chose shorter workouts, protected my sleep and added rest days. By the end of the month, my ranking was still ordinary, but I felt far more energetic. Looking back, I understood that a healthy routine should support my life, not compete with someone else’s numbers. （2022新Ⅰ卷+II卷） It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route(路线) through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration(懊恼). I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. We sat down next to each other, but David wouldn’t look at me. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I watched as David moved up to the starting line with the other runners. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 优秀范文1 We sat down next to each other, but David wouldn’t look at me. I said gently and quietly, “No one can change your mind, except yourself. If you desire to challenge yourself, there is nothing to do with others’ thoughts.” He sat still with a deep breath. “You have a full preparation before this event, which is the most important reason why you show up here”, I added with a sincere tone. Hearing my words, David turned to me tremblingly with tears spilling out of his eyes and expressed he had made a firm determination to finish the cross-country run. His coach heard what David said and gave me a look—the kind that was more determined than anyone else’s. I watched as David moved up to the starting line with the other runners. The race started. It seemed that the runway was extremely long for young children, not to mention a child with a brain disease. David insisted on running as if he had forgotten all his weaknesses, though he was tripped over within the a few kilometers. It didn’t take long before he picked himself up again and continued his mission. Classmates all appeared on the racing track, cheering for him. “Come on! You can make it! We are proud of you!” they shouted enthusiastically. To everyone’s joy, he reached the final line and ranked the 20th. It was no more important whether he won the first place or not. It was his brave heart and strong faith that could make something unusual happen finally. 学科网（北京）股份有限公司 $