Unit 1 Personal and Family Life Writing教案2026-2027学年中职英语高教版（2023修订版）基础模块1

该教案聚焦中职英语“个人/家庭介绍”写作核心，通过“新生档案墙”情境导入，展示教师英文档案卡模型，衔接前序听说读语言输入，搭建“范文结构分析-写作工具盒梳理”支架，引导学生完成60-80词短文输出。 以核心素养为导向，采用过程体裁教学法，分层任务（C级填空、B级提纲、A级拓展）适配不同水平，多元评价（自评清单、“两星一愿”互评、典型例文共评）培养学习能力，助力学生掌握英语“总-分-总”结构与写作规范，提升语言表达与思维品质，为教师提供可操作的分层教学与评价方案。

Vocational School English Lesson Plan · Basic Module 1 · Unit 1 Personal and Family Life Unit 1 Personal and Family Life -- Writing Topic Unit 1 Personal and Family Life — Writing Lesson Type Writing lesson Duration 1 period (45 minutes) Target Students First-year vocational school students (Grade 10) Textbook English (Basic Module 1), Higher Education Press Teacher I. Analysis of the Teaching Material This is the Writing section of Unit 1. Building on the previous listening, speaking and reading work, students are required to imitate a model and complete a short English passage of 60–80 words on the theme of “My Personal Profile / My Family”, turning language from “input” into “output”. It is a key point for the comprehensive use of the unit language and lays a foundation for introduction-type practical writing in later units. II. Analysis of the Students Students have already learned expressions of personal information, family members and jobs in the previous periods, so they have the basic vocabulary and sentence patterns needed for writing. However, most students are weak at spelling and lack a sense of complete sentences, and commonly suffer from “not knowing how to start, translating word by word, and being afraid of making mistakes”. Therefore, this lesson follows the process-writing path of “model text analysis → scaffolding → tiered guided writing → multi-evaluation”, so that students of every level can complete a qualified draft and experience the joy of writing. III. Teaching Objectives (Based on Core Competencies) 1. Workplace language communication: Students can write a 60–80-word self/family introduction by imitating the model, correctly using the verb “be” and possessive adjectives, with authentic content, clear structure and neat handwriting. 2. Awareness of thinking differences: Students perceive the “general–specific–general” paragraph structure of English writing and its difference from Chinese thinking, and master writing conventions such as capitalising the first letter of a sentence, ending punctuation, and always capitalising “I”. 3. Cross-cultural understanding: Students learn the content boundaries and appropriate expressions of English self-introduction, compare Chinese and Western views of family, and naturally express love for their family in writing. 4. Autonomous learning: Students can self- and peer-assess their drafts with a checklist and then revise them, developing the “write – check – revise” habit. IV. Key Points and Difficult Points Key points: (1) analysis of the model's three-part structure (basic information at the beginning — family in the body — feelings at the end); (2) accurate written use of core sentence patterns (There are four people in my family. / My father is a driver.). Difficult points: (1) correct agreement between the verb “be” (am/is/are) and the subject; (2) English writing conventions (capitalising the first letter, capitalising proper nouns, punctuation and spacing); (3) turning oral expressions into standard, coherent written English. V. Teaching Methods and Preparation Teaching methods: Process genre writing approach (model analysis → scaffolded imitation → evaluation and revision), task-driven teaching, and cooperative group learning. Preparation: model text, tiered writing worksheets, writing checklists, a visualiser/projector, and a “Best Writing” display wall. VI. Teaching Procedures Stage Teacher's Activities Students' Activities Purpose Step1　Lead-in (5 min) 1. Create the situation: the class is going to make a “New Students' Profile Wall” and every student needs to hand in an English profile card. 2. Show the teacher's own English profile card (with a photo, name, age, hometown, family members and hobbies) and read it aloud as a model. 1. Understand the real situation behind the writing task. 2. Look at the profile card and understand what the final product looks like. A real task drives the writing and makes students understand that they “write to communicate”, which stimulates writing motivation. Step 2 Pre-writing: Model Text Analysis (12 min) 1. Present the model My Personal Profile (see Appendix 1); students read it quickly and answer: How many people are there in Li Hua's family? 2. Guide students to analyse the three-paragraph structure and complete a structure table: Para 1 basic information (name / age / hometown / school / major) → Para 2 family (members / jobs) → Para 3 feelings (I love my family.). 3. Circle useful words and sentences, and work out the “Writing Tool Box” together: My name is… / I'm… years old. / I come from… / There are… people in my family. / My father is a… / I love my family very much. 4. Stress writing conventions: capitalise the first letter of a sentence, capitalise proper nouns, end punctuation, and leave spaces between words. 1. Read the model silently for the general idea. 2. Discuss in groups, fill in the structure table and understand what to write in each paragraph. 3. Circle the patterns and read the “Writing Tool Box” aloud together. 4. Memorise the key writing conventions. Model analysis answers “what to write and how to write”; the tool box provides language scaffolding for tiered writing; conventions come first to reduce careless errors. Step3　While-writing: Tiered Guided Writing (15 min) 1. Release the tiered writing tasks: Level C (weaker) — complete a gap-filling frame composition; Level B (average) — semi-independent writing with an outline; Level A (stronger) — free writing, possibly adding hobbies and personality. 2. Students finish the first draft within 15 minutes; the teacher circulates, helping Level C students in particular with words and sentence patterns. 3. The teacher notes common problems (e.g. wrong use of “be”) for concentrated feedback in the evaluation stage. 1. Choose the task matching their own level. 2. Complete the draft independently, referring to the “Writing Tool Box” when necessary. Tiered tasks ensure that “everyone can write and everyone produces something”; time-limited practice trains concentration and exam writing rhythm; circulating offers individualised guidance. Step4　Post-writing: Evaluation and Revision (10 min) 1. Guide students to self-assess against the checklist: Is the content complete? Is the verb “be” correct? Is the first letter capitalised? Is the handwriting neat? 2. Peer assessment: exchange drafts with deskmates using “Two Stars and a Wish” — write down two highlights and one suggestion. 3. Display 1–2 typical drafts with the visualiser; the whole class comments and revises them together. 4. Give feedback on the common problems found while circulating. 1. Self-assess item by item with the checklist. 2. Exchange drafts, and write comments for their partners. 3. Join the class discussion and learn from good examples. Self-assessment promotes reflection and peer assessment promotes communication; whole-class revising of typical drafts teaches students “what and how to revise”, implementing assessment-for-writing. Step5　Summary (2 min) 1. Review the three-part structure chart and the four writing conventions together, and read the rhyme aloud: “Tell who I am at the start, two or three sentences about my family, express my love at the end.” 1. Recall the key structural points and read the rhyme together. A rhymed summary makes the structure easy to remember and transfer. Step6　Homework Assignment (1 min) 1. Revise and neatly copy the final draft onto the profile card for the “Profile Wall”. 2. Optional: make an English “Family Tree” poster with a 3–5 sentence introduction. 1. Write down the homework. Revising and copying consolidates the outcome; the poster task integrates subjects and continues family-affection education. VII. Blackboard Design Unit 1 Personal and Family Life — Writing: My Personal Profile [Three-part structure] [Writing Tool Box] (1) Basic information (who I am) My name is… / I'm… years old. name → age → hometown → school/major I come from… / Now I am a student at… (2) My family There are… people in my family. members → jobs → feeling My father is a… / My mother works in… (3) Feeling (I love my family) I love my family very much. Rhyme: Tell who I am at the start, two or three sentences about my family, express my love at the end. (Reminders: capitalise the first letter / end punctuation / capital “I”) VIII. Homework (Tiered) Level A (required): (1) Revise and neatly copy the final draft according to the self- and peer-assessment comments; (2) memorise the patterns in the “Writing Tool Box”. Level B (optional): Make an English Family Tree poster with a 3–5 sentence family introduction to enter the class “Profile Wall” exhibition. IX. Appendices Appendix 1: Model Text — My Personal Profile Hello, everyone! My name is Li Hua. I am sixteen years old. I come from Hangzhou, Zhejiang. Now I am a new student at No. 1 Vocational School, and my major is Computer Science. There are four people in my family. They are my father, my mother, my little sister and I. My father is a driver. My mother is a nurse. They work very hard. My sister is a primary school student. She is lovely. I love my family very much. We are happy together! Appendix 2: Gap-filling Writing Frame (Level C) Hello, everyone! My name is ________. I am ________ years old. I come from ________. Now I am a student at ________. There are ________ people in my family. My father is a ________. My mother is a ________. I love my family very much. Appendix 3: Writing Checklist (Self / Peer Assessment) No. Criteria Self-check (√/×) 1 The three parts are complete (information — family — feeling) 2 The verb “be” (am / is / are) is used correctly 3 Possessive adjectives (my / his / her…) are used correctly 4 Sentence initials and proper nouns are capitalised; punctuation is correct 5 Handwriting is neat and the length reaches 60+ words X. Teaching Reflection (to be completed after class) (1) Were the tiered writing tasks suitable for this class? What was the completion rate of each level? ________________________________________________ (2) How actively did students participate in the evaluation stage? Were the peer comments effective? ________________________________________________ 学科网（北京）股份有限公司 $