资源简介

Welcome Unit Reading for Writing Teaching design
Basic teaching information
Unit Book 1 Welcome Unit
Class 96 Grade 1 Teacher
Period One class(45mins) Lesson type Reading for writing Time 2025/9/8
Teaching theory Guided by the core competencies outlined in the new curriculum standards, this instructional design implements a closed-loop language learning framework of “input-internalization-output”. The teaching process emphasizes integrating reading and writing through authentic contextual scenarios. By guiding students to understand texts, it helps them refine writing frameworks and linguistic techniques for knowledge transfer. The program also fosters personalized development by encouraging students to showcase unique perspectives and critical thinking in their writing. Through multimedia resources and diverse activities, it stimulates learning interest, creates interactive classroom environments, and enhances students' comprehensive language application skills.
Analysis of teaching material What—— The analysis of textbook This unit is selected from the "Welcome Unit" in the 2019 Compulsory Education Volume III published by People's Education Press, focusing on the writing task "Creating a Student Profile". The textbook provides writing examples through two student profiles (Ann and Thando's profiles). These texts cover essential personal information elements including name, age, school, nationality, grade, personality, learning style, hobbies, and future plans. With clear structure and concise language, they are well-suited to the cognitive level and language proficiency of first-year high school students. （二）Why—— Purpose of teaching materials Knowledge Level: Students will master the fundamental structure and common expressions for self-introductions, accumulating relevant vocabulary and sentence patterns such as "be curious about" "either...or..." and "plan petency Level: Cultivate students' reading comprehension skills by analyzing text structures and extracting information, thereby enhancing their textual analysis abilities. Simultaneously, guide students to transform reading insights into writing capabilities, achieving the teaching objective of integrating reading and writing. Character Development Level: Through writing self-introductions, students will gain deeper self-awareness, express individuality, and develop self-expression skills with confidence. Additionally, encourage students to observe others, appreciate diverse personalities and characteristics, and cultivate cross-cultural communication awareness. How—— Teaching strategies for teaching materials Text Analysis Strategy: Implement task-based reading instruction by designing targeted questions and activities to guide students in extracting key information, analyzing text structure, and examining linguistic features. Writing Guidance Strategy: Apply scaffolding teaching methods by providing writing frameworks and linguistic support to help students progressively complete writing tasks. Simultaneously, analyze and compare model essays to help students identify characteristics of exemplary works, thereby enhancing their writing proficiency. Contextualization Strategy: Create authentic writing scenarios such as "Volunteer Recruitment" activities, enabling students to apply acquired knowledge in practical contexts to improve the relevance and applicability of their writing.
Analysis of students 1.What I know Existing Knowledge: Students have acquired foundational vocabulary and sentence patterns for personal information introduction during junior high school, including phrases like "My name is..." "I come from..." and "I like..." demonstrating basic language proficiency. Cognitive Abilities: Freshmen are at a critical stage of cognitive development, possessing logical thinking and analytical skills that enable them to perform simple text analysis and summary. Learning Habits: While students have developed classroom learning habits and actively participate in class activities, further guidance is needed in self-directed and collaborative learning approaches. 2.What I want to know Existing Knowledge: Students have acquired foundational vocabulary and sentence patterns for personal information introduction during junior high school, including phrases like "My name is..." "I come from..." and "I like..." demonstrating basic language proficiency. Cognitive Abilities: Freshmen are at a critical stage of cognitive development, possessing logical thinking and analytical skills that enable them to perform simple text analysis and summary. Learning Habits: While students have developed classroom learning habits and actively participate in class activities, further guidance is needed in self-directed and collaborative learning approaches. What I learned Through previous learning stages, students have developed foundational understanding of the unit's core themes and related knowledge. They can now identify essential elements in self-introductions and deliver them in simple language. However, areas such as text structure comprehension, linguistic accuracy and richness, as well as writing logic and coherence still require further study and practice.
Teaching aims By the end of this class,students are able to: master the essential structure of self-introductions, including personal details, personality traits, learning styles, hobbies and strengths, as well as future plans and extract key information through reading, analyze text structure and language characteristics, and improve reading comprehension ability. organize language materials according to writing requirements, complete a personal profile with clear structure and rich content, and improve writing ability communicate effectively with classmates in group cooperation, complete learning tasks together, and improve cooperative learning ability. cultivate self-cognition ability and self-expression ability, so that students can show their unique personality and style in self-introduction. stimulate interest in learning and learning motivation, cultivate their independent learning ability and innovative thinking ability.
Key points and difficult points Key points : master the basic structure and content elements of self-introduction. Learn and apply relevant key words and sentence patterns. Be able to complete a standard student profile according to writing requirements. Difficult points: transform information gathered during reading into writing materials and achieve the integration of reading and writing. How to organize language materials to make self-introductions coherent and logically clear. How to showcase individuality and unique perspectives in writing while avoiding generic content.
Teaching aids chalk，blackboard, multimedia
Teaching procedures
Learning and understanding Activity 1 Lead in Guessing game：Two students read the student profiles to whole class，and then ask students“Why do we need a self-introduction ” Group discussion：work in groups and talk about the significance of introducing themselves. Encourage students to share their opinions and experiences. Teachers circulate to guide and collect students’ viewpoints. Opinion sharing: Invite representatives from each group to share their discussion results. The teacher summarizes and generalizes the students’ viewpoints, leading into the theme of the lesson. —— “Write a student profile”. Activity 2 Reading Fast reading：Have students quickly read the personal profiles of Ann and Thando, and answer the question: 'What information can we find in these two profiles ' Guide the students to extract key information from the text, such as names, ages, schools, nationalities, etc. Detailed reading: Requires students to carefully read the text, complete the table filling, and outline the structure and content elements of two introductions. The table includes: Name, Age, School, Nationality, Grade, Personality, Learning Style, Favorite Subject, Hobbies, Future Plans, and Dreams. The purpose of the activity：By importing videos to construct authentic communicative scenarios, leveraging multimodal input to awaken students' life experiences of self-introduction, and establishing the connection between language learning and real-life needs. 5 minutes
Application and practice Migration and innovation Text analysis: Organize students to compare and analyze the linguistic features and writing styles of two introductions, guiding them to think: 'Which profile do you prefer Why Encourage students to express their opinions and develop critical thinking skills. Language point learning: The teacher explains and practices key vocabulary and sentence structures in the text, such as 'be curious about', 'either...or...', 'plan to', etc., to help students master language knowledge. Students will quickly master the structure of a student profile. 7 minutes
Activity 3 Pre- writing Writing framework organization: Guide students to summarize the basic structure of a self-introduction based on their reading, and clarify the three parts of writing: Para 1: Basic Information & Personality. Para 2: Hobbies & Favorite Subject & Learning Style. Para 3: Dream. Material preparation: Ask students to prepare personal information materials according to the writing requirements, including name, age, school, personality, hobbies, strengths, and future dreams. Teachers provide some common sentence patterns such as “I'm... / My name is...I come from...I’m fond of...”to help students organize their language. Students internalize simple patterns，students can Easily understand how to organize a composition. 2 minutes
Activity 4 Writing Assignment：Task1假定你是李华，要在班会上用英语做自我介绍。请按照以下写作要点，写一份简介： 1.你的姓名和性格； 2.你的爱好、兴趣等； 3.你的梦想 Task2“假如你是李华，来自新华高中；性格外向、自信，热爱体育活动；爱好跳舞，对新事物充满好奇，喜欢英语，认为英语很重要，听力和阅读时会做笔记；梦想成为设计师。” 要求学生根据此情境，撰写一篇个人简介，注意运用所学的词汇和句型，可适当增加细节使行文连贯。 Independent writing: Students complete writing tasks on their own while teachers circulate to provide guidance, timely assistance, and feedback, reminding students to pay attention to writing format and language accuracy. (12 minutes) Writing pause and guidance: During the writing process, teachers select representative sentences for display and commentary, emphasizing important aspects of writing such as sentence openings and the use of conjunctions. Provide basic sentence structures and material organization guidance, respecting beginners' need for language support 25 minutes
Activity 5 Presentation Ask some students to show their writing and give comments. Activity 6 Summary Enjoy a video about Jack Ma：What do you learn from this short video Students are able to understand the significance of hard work, and know the key of making friends.Reserving space for personal expression through fill-in-the-blank expressions, achieving a balance between standardization and creativity. Cultivate students’ confidence. 2mins
helping students establish a clear writing cognitive model and strengthen the systematic nature of content logic. 1min
Activity 7 Self-evaluation Self-assessment: After completing their writing, students evaluate their work using a self-assessment form, checking for completeness of content, clarity of structure, and accuracy of language. The self-assessment form includes: Does the profile give a good impression？ Does all the part in the writing task included？ Are the sentence structures correct？ Do all the sentences begin with a capital letter？ Are there any spelling mistakes？ Feedback and summary: The teacher selects several representative essays from the class to display, guiding the students to jointly analyze the strengths and weaknesses of the works, summarizing common issues in writing and their solutions. 2 minutes
Activity8 Homework 完成报纸第一期B版的志愿者申请信的写作，内容包括基本信息、个性爱好、特长优势、所获荣誉、经验等，字数不少于 80 词。要求运用本节课所学的写作技巧和语言知识，展现自己的优势和特点。 Sample：Hello, everyone! My name is [Your Name], and I'm from Class [Your Class]. As a curious and enthusiastic student, I'm eager to take on the role of class committee member. I'm fond of organizing activities. Whether it's a study - group for tough subjects or a fun - filled class party, I enjoy bringing people together. My learning style is both organized and adaptable — I plan well but also stay open to new ideas.I have experience in teamwork, having been part of successful project groups. I’ve also won awards for my communication skills in English competitions. These experiences, I believe, can help me serve our class better. If chosen, I’ll listen to your voices, organize meaningful events, and make our class a more united and vibrant place. Let’s work together! Thank you! 1min
Blackboard design B1 Welcome Unit Reading for Writing
教学反思 教学反思 在本节课的教学过程中，通过 “读 - 思 - 写” 的教学模式，将阅读与写作有机结合，引导学生在理解文本的基础上进行写作实践，取得了较好的教学效果。学生能够积极参与课堂活动，在阅读中提取关键信息，在写作中运用所学知识，展现了一定的语言综合运用能力。 然而，在教学过程中也存在一些不足之处： 时间安排上可能存在前松后紧的情况，导致写作和评价环节的时间略显紧张，部分学生的写作未能充分完成，评价也不够深入。 对学生的个性化指导不够，在学生写作过程中，未能充分关注到每一位学生的需求和问题，尤其是对于学习困难的学生，缺乏有针对性的帮助和指导。 课堂活动的形式还可以更加多样化，如增加角色扮演、辩论等活动，进一步激发学生的学习兴趣和参与度。 在今后的教学中，我将进一步优化教学流程，合理安排教学时间，加强对学生的个性化指导，丰富课堂活动形式，提高教学效果，让学生在更加轻松、愉快的氛围中学习和成长。

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