資源簡介

(共15張PPT)
Welcome Unit
Period 4 Reading for Writing
Teaching design
01
Analysisi of the Teaching Material
02
Analysis of the Target Students
03
Teaching Objectives ＆ Key and Difiicult Points
04
Teaching Methods
05
Teaching Procedures
06
Teaching Reflection and blackboard design
1. Teaching Material
1. The teaching material centers on “student profile” writing. It integrates reading input and writing output:
2. Two student profiles serve as model texts, demonstrating the structure and key elements of self-introduction .
3. Self-introduction is a fundamental communicative skill, especially for freshmen, making the material closely connected to students' real-life needs.
2. Analysis of the target students
Advantages: They have basic English competence from junior high, and are eager to introduce themselves in the new environment.
Challenges: They may lack systematic knowledge of self-introduction structure; some struggle to use varied expressions
Needs: They need clear models, structured guidance, and opportunities to practice both reading comprehension and writing application.
3. Teaching objectives ＆ key and difficult points
Teaching objectives
Grasp the structure of a student profile by reading;
Master key words、phrases and sentence patterns for self-introduction;
Write a self-introduction of around 80 words.
3. Teaching objectives ＆ key and difficult points
Key Points The structure of self-introduction .
Useful expressions for describing hobbies, personality, and future plans.
Difficult Points Using varied sentences to present personal traits naturally.
Ensuring logical coherence in the written introduction.
4. Teaching methods
Task-based Language Teaching (TBLT): Design tasks like "analyzing profiles" and "writing your own" to drive learning.
1
Communicative Language Teaching (CLT): Encourage group discussion to share ideas about self-introduction.
2
Situational Approach: Create a "new class introduction" scenario to connect learning with real life.
3
5. Teaching procedures
Step 1: Warm-up & Lead-in (5 mins)
Activity: Play a short video about a student introducing himself and ask students to answer:
What is the vedio about
Purpose: Arouse interest and introduce the topic “self-introduction".
5. Teaching procedures
Step 2: Reading & Analyzing (10 mins)
Task 1: Read Ann’s and Thando’s profiles. Discuss in groups:
What information do they include How do they describe their personalities/hobbies
Task 2: Summarize the structure of a student profile on the board .
Purpose: Help students understand the key elements and structure of self-introduction.
Step 3: Language Input (8 mins)
Present useful vocabulary and phrases categorized by function:
Purpose: Equip students with language tools for writing.
Step 4: Guided Writing (15 mins)
Task: Ask students to write a self-introduction as Li Hua (a new student at Hongxing Senior High), following the requirements:
Purpose: Practice writing with the support of models and language input.
5. Teaching procedures
Step 5: Presentation & Feedback (7 mins)
Invite 2-3 students to read their writings aloud.
Give feedback: Praise strengths (e.g., clear structure, good expressions) and suggest improvements (e.g., adding details).
Purpose: Encourage output and improve writing through peer/teacher evaluation.
5. Teaching procedures
Step 6: Summary & Homework (3 mins)
Summary: Review the structure and key expressions of self-introduction.
Homework:
Polish the writing and hand it in.
Prepare to introduce themselves orally in the next class.
5. Teaching procedures
6. Teaching reflection and blackboard design
Strengths: The lesson connects reading and writing, with clear structure and student-centered activities.
Potential improvements:Provide more differentiated guidance for students with weaker English.
Focus: Check if students can apply the structure and expressions flexibly in their writing and oral introduction.
6. Teaching reflection and blackboard design
THANK YOU!

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