Unit 1 Teenage Life Reading for Writing 教学设计（表格式）-2025-2026学年高中英语人教版必修第一册
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| 名称 | Unit 1 Teenage Life Reading for Writing 教学设计（表格式）-2025-2026学年高中英语人教版必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 21.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-09-23 15:11:33 | ||
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高一年级英语学科教学案
Book 1 Unit1------
Reading and Writinging
)
教学 目标 知识维度 结合信件内容、联系自身实际，探讨并反思青少年在学习和生活中普遍存在的一些问题，如“电脑游戏上瘾”，并积极思考解决方法，进一步增强关心、帮助他人的意识，同时对照反思自己的行为，从而提高解决现实生活中出现的问题的能力.
语言维度 学习并掌握如何写一封建议信，即了解建议信的文体特征（格式、常见的内容构成、信件段落布局）及话题与功能语言（如果表达建议与解释原因）。
阅读维度 仿写、创写一封建议信，进一步内化、迁移、创新使用课内所学话题与功能语言，并强化对建议信文体特征的掌握.
思维提升 再次反思单元开篇页中的名言：“Good habits formed at youth make all the difference. - Aristotle”的深意，并反思自身、思考青少年时期（尤其是高中阶段）应养成积极、正面的学习与生活习惯，塑造一个更好的自己。
教学重点 培养学生自主阅读的能力，掌握文本结构、话题与功能语言；并进一步强化学生阅读的策略；
教学难点 引导学生分析探究、比较总结，从而深刻理解开篇页名言的内涵，并能用本节课所学相关语言进行创造性的表达。并在此过程中，实现学生在内容、语言与思维的综合性训练。
考向分析 通过标题与主题句快速获取文本主旨，结合时间线梳理文章结构，提升阅读策略。
自主预习 阅读教材，完成三维练习册导学和知识梳理部分
教学过程
教师活动 学生活动
Step 1.warm and lead-in 1. Review the problem Adam faced and the solutions he adopted. 2. Introduce more challenges teenagers face in Task 3 on Page Step 2Analyzing and Predicting Read the directions and notes briefly for the different parts of the letter. Q1: Who are the writer and the receiver of this letter Q2: How many parts does a letter of advice include What are they 2.Predict and question about the letter according to the problem mentioned in Para.1. 引导学生回顾读思板块中高中新生Adam在高中生活中遇到的挑战及其应对的措施，从而激活学“Challenge-solutions”的已有知识并进行表述，激活其已有相关主题词汇，为接下来学习建议信做情感上和语言上的铺垫。
Step 3Reading for confirming, analyzing and concluding Ss read the rest of the letter individually to find relative information and write it down in “Advice”, and “Reasons” as well as add new advice and reasons respectively. Q1: What do you think the advice will be Read and confirm the information and add your own advice and reasons: Advice: Reasons: Task 1: Mini-writing: Suppose you were the Susan Luo and please write 1-2 more pieces of advice to the worried friend. Q2：How do we write a letter of advice Structure: problem(s)---advice---reasons Language: Step 4After reading writing Task 1: Group discussion Choose one of the teenagers and discuss his/her problem in the Task 3. List possible suggestions and reasons as many as possible. Task 2: Write a letter of advice to one of the teenagers in Task 3 Step 5Sharing and assessing Ss first make a checklist about a good letter of advice through discussion. Ss will share their writings and assess the article(s) according to the checklist made. 引导学生结合导读单，自主阅读信件第二段，梳理概括具体的建议与理由，并总结建议信的段落结构与谋篇布局，总结行文内部逻辑，同时提取并归纳表达“建议”与“理由”的话题语言。 同时引导学生以Susan Luod的身份试着给the worried friend提出自己的建议与理由，并开展微情景仿写，从而内化“如何提建议”与“解释理由”的写作方法；并在情感上增强关心、帮助他人的意识和能力。在此过程中强化学生获取、整合相关信息的能力，培养其逻辑思维、批判思维与创新思维能力。
典型例题： What do you think is necessary for a senior high school student when facing challenging situations What is your understanding of the sentence “Good habits formed at youth make all the difference. - Aristotle”
课堂小结： 教师与学生共同回顾本节重点——本文主旨，阅读策略，梳理知识框架，强化学习重点。
板书设计： Unit1 Teenage Life Reading and writing A letter of advice Beginning: describe the problem clearly and briefly. (offer comfort and understanding) Body: 1. offer advice and its supporting reasons. (The advice should be related to the problem. ) 2. give comfort and encouragement. Ending: offer good wishes.
作业布置： Polish your writings according to what you’ve learned and the checklist. Li Ping is anxious as a freshman and wrote a letter to your, asking for your advice on the senior high school life. Please write a letter of advice to him. You may refer to what you learned in The Freshman Challenge and A letter of advice.
课后反思：（教师上完课后手写）
高一年级英语学科教学案
Book 1 Unit1------
Reading and Writinging
)
教学 目标 知识维度 结合信件内容、联系自身实际，探讨并反思青少年在学习和生活中普遍存在的一些问题，如“电脑游戏上瘾”，并积极思考解决方法，进一步增强关心、帮助他人的意识，同时对照反思自己的行为，从而提高解决现实生活中出现的问题的能力.
语言维度 学习并掌握如何写一封建议信，即了解建议信的文体特征（格式、常见的内容构成、信件段落布局）及话题与功能语言（如果表达建议与解释原因）。
阅读维度 仿写、创写一封建议信，进一步内化、迁移、创新使用课内所学话题与功能语言，并强化对建议信文体特征的掌握.
思维提升 再次反思单元开篇页中的名言：“Good habits formed at youth make all the difference. - Aristotle”的深意，并反思自身、思考青少年时期（尤其是高中阶段）应养成积极、正面的学习与生活习惯，塑造一个更好的自己。
教学重点 培养学生自主阅读的能力，掌握文本结构、话题与功能语言；并进一步强化学生阅读的策略；
教学难点 引导学生分析探究、比较总结，从而深刻理解开篇页名言的内涵，并能用本节课所学相关语言进行创造性的表达。并在此过程中，实现学生在内容、语言与思维的综合性训练。
考向分析 通过标题与主题句快速获取文本主旨，结合时间线梳理文章结构，提升阅读策略。
自主预习 阅读教材，完成三维练习册导学和知识梳理部分
教学过程
教师活动 学生活动
Step 1.warm and lead-in 1. Review the problem Adam faced and the solutions he adopted. 2. Introduce more challenges teenagers face in Task 3 on Page Step 2Analyzing and Predicting Read the directions and notes briefly for the different parts of the letter. Q1: Who are the writer and the receiver of this letter Q2: How many parts does a letter of advice include What are they 2.Predict and question about the letter according to the problem mentioned in Para.1. 引导学生回顾读思板块中高中新生Adam在高中生活中遇到的挑战及其应对的措施，从而激活学“Challenge-solutions”的已有知识并进行表述，激活其已有相关主题词汇，为接下来学习建议信做情感上和语言上的铺垫。
Step 3Reading for confirming, analyzing and concluding Ss read the rest of the letter individually to find relative information and write it down in “Advice”, and “Reasons” as well as add new advice and reasons respectively. Q1: What do you think the advice will be Read and confirm the information and add your own advice and reasons: Advice: Reasons: Task 1: Mini-writing: Suppose you were the Susan Luo and please write 1-2 more pieces of advice to the worried friend. Q2：How do we write a letter of advice Structure: problem(s)---advice---reasons Language: Step 4After reading writing Task 1: Group discussion Choose one of the teenagers and discuss his/her problem in the Task 3. List possible suggestions and reasons as many as possible. Task 2: Write a letter of advice to one of the teenagers in Task 3 Step 5Sharing and assessing Ss first make a checklist about a good letter of advice through discussion. Ss will share their writings and assess the article(s) according to the checklist made. 引导学生结合导读单，自主阅读信件第二段，梳理概括具体的建议与理由，并总结建议信的段落结构与谋篇布局，总结行文内部逻辑，同时提取并归纳表达“建议”与“理由”的话题语言。 同时引导学生以Susan Luod的身份试着给the worried friend提出自己的建议与理由，并开展微情景仿写，从而内化“如何提建议”与“解释理由”的写作方法；并在情感上增强关心、帮助他人的意识和能力。在此过程中强化学生获取、整合相关信息的能力，培养其逻辑思维、批判思维与创新思维能力。
典型例题： What do you think is necessary for a senior high school student when facing challenging situations What is your understanding of the sentence “Good habits formed at youth make all the difference. - Aristotle”
课堂小结： 教师与学生共同回顾本节重点——本文主旨，阅读策略，梳理知识框架，强化学习重点。
板书设计： Unit1 Teenage Life Reading and writing A letter of advice Beginning: describe the problem clearly and briefly. (offer comfort and understanding) Body: 1. offer advice and its supporting reasons. (The advice should be related to the problem. ) 2. give comfort and encouragement. Ending: offer good wishes.
作业布置： Polish your writings according to what you’ve learned and the checklist. Li Ping is anxious as a freshman and wrote a letter to your, asking for your advice on the senior high school life. Please write a letter of advice to him. You may refer to what you learned in The Freshman Challenge and A letter of advice.
课后反思：（教师上完课后手写）