Unit 3 Celebrations Writing Workshop 教案-2025-2026学年高中英语北师大版必修第一册

Unit 3 Celebrations-Writing Workshop 教学目标和重难点 1. 教学目标 It focuses on language competence, enabling students to master descriptive writing skills for celebrations. It cultivates cultural awareness by comparing Chinese and foreign celebrations. It develops thinking quality through logical organization and creative expression, and enhances learning ability via autonomous and cooperative learning. 2. 教学重难点 Key points: Master the structure of celebration description (introduction-preparation-process-feeling) and use time and manner linkers properly. Difficult points: Use sensory details and accurate adjectives vividly and reflect cultural connotations in writing. 教学过程 Step 1: Lead-in and Warm-up The teacher starts the class by showing a collection of short video clips and pictures about different celebrations around the world, including Chinese Spring Festival, Western Christmas, birthday parties and wedding ceremonies. After playing the video and displaying the pictures, the teacher asks students a series of guiding questions: “What celebrations can you see in the video and pictures? Have you ever attended any memorable celebrations? What did you do there and how did you feel?” Then, the teacher organizes a brainstorming activity, asking students to work in pairs to list words, phrases and sentences related to celebrations, such as “decorate the house”, “exchange gifts”, “prepare delicious food”, “feel excited”, “have a good time” and so on. The teacher writes the key expressions on the blackboard and checks students’ mastery of the vocabulary and phrases learned in the previous lessons of the unit. Design Intent: The visual and auditory stimulation of videos and pictures can quickly arouse students’ interest in the topic of celebrations, which is closely related to their daily life and easy to arouse their emotional resonance. The brainstorming activity not only helps students review the relevant vocabulary and phrases learned in the unit, laying a solid language foundation for the subsequent writing task, but also cultivates students’ cooperative learning ability and mobilizes their enthusiasm for participation. By asking open-ended questions, the teacher guides students to recall their own experiences of celebrations, bridging the gap between textbook knowledge and real life, and laying a foundation for the authenticity and vividness of their subsequent writing. Step 2: Model Analysis and Skill Learning First, the teacher distributes a model essay about a birthday celebration to each student. The model essay is closely related to the theme of the unit, with a clear structure, appropriate use of linkers and rich sensory details. The teacher asks students to read the model essay silently and complete two tasks: Task 1: Find out the structure of the essay and divide it into four parts (introduction, preparation, process and feeling). Task 2: Underline the time linkers (such as first, then, after that, finally) and manner linkers (such as surprisingly, excitedly, carefully) in the essay, as well as the sensory details (visual, auditory, olfactory, gustatory and tactile) and accurate adjectives. After students finish the tasks independently, the teacher organizes a class discussion to check their answers. For the structure of the model essay, the teacher guides students to summarize that the introduction briefly introduces the celebration (what it is and when it was held), the preparation part describes the preparations made before the celebration, the process part details the specific activities of the celebration in chronological order, and the feeling part expresses the personal feelings and insights brought by the celebration. For the linkers, the teacher emphasizes that time linkers can make the writing logical and coherent, while manner linkers can make the description more vivid. For sensory details, the teacher gives examples to help students understand, such as “the bright candles on the birthday cake” (visual), “the cheerful birthday song” (auditory), “the sweet smell of the cake” (olfactory), “the soft taste of the cream” (gustatory) and “the warm hug from my parents” (tactile), and points out that adding sensory details can make the celebration description more vivid and immersive. Then, the teacher focuses on explaining the key writing skills: 1. Clear structure: Following the “introduction-preparation-process-feeling” structure to ensure the logicality of the writing. 2. Proper use of linkers: Mastering common time and manner linkers to connect sentences and paragraphs smoothly. 3. Rich sensory details: Combining visual, auditory, olfactory, gustatory and tactile descriptions to make the writing vivid. 4. Accurate use of adjectives: Choosing appropriate adjectives to modify nouns, such as “colorful decorations”, “delicious food”, “exciting moment” to enhance the expressiveness of the writing. Design Intent: The model essay is a concrete example for students to learn writing skills. By guiding students to read and analyze the model essay independently and discuss in groups, it can cultivate students’ ability of autonomous learning and cooperative inquiry. The analysis of the essay structure helps students grasp the framework of celebration description, solving the problem of “how to organize the content” in writing. The explanation of linkers, sensory details and adjectives points out the key points of writing, helping students master practical writing skills. This link follows the teaching principle of “from example to practice”, making students understand and master writing skills in a gradual and in-depth way. Step 3: Guided Practice and Feedback On the basis of mastering the writing skills, the teacher arranges a guided practice task. The task requires students to write a short paragraph (about 80-100 words) describing a celebration they have attended, focusing on practicing the use of time linkers and sensory details. Before writing, the teacher guides students to make an outline: first, determine the type of celebration (such as birthday party, Spring Festival, Christmas); second, list the key content of each part (introduction: when and where the celebration was held; preparation: what preparations were made; process: what specific activities were carried out; feeling: what feelings were generated); third, think about the linkers, sensory details and adjectives to be used. During the writing process, the teacher walks around the classroom to provide individualized guidance for students. For students who have difficulty determining the theme, the teacher helps them recall their memorable celebration experiences; for students who are not proficient in using linkers, the teacher reminds them of the common linkers learned in the model analysis; for students who lack sensory details, the teacher guides them to think from the five senses. After students finish writing, the teacher selects 3-4 representative works (including excellent works and works with common problems) to display in the class. For excellent works, the teacher invites the authors to read their works and analyzes the advantages of the works, such as clear structure, proper use of linkers and rich sensory details, so as to set an example for other students. For works with problems, the teacher guides students to put forward modification suggestions together, such as adding sensory details, correcting the use of linkers, and replacing inappropriate adjectives, so as to help students find their own problems and improve their writing ability. Design Intent: Guided practice is an important link to transform writing skills into practical ability. By asking students to make an outline first, it helps students sort out their ideas and avoid the problem of disorganized writing. Individualized guidance can meet the different needs of students, help students solve their own difficulties in writing, and improve the effectiveness of teaching. The display and evaluation of works not only affirm the achievements of excellent students, enhance their confidence in writing, but also let other students learn from excellent works, and help students with problems find their own shortcomings through group discussion. This link embodies the student-centered teaching concept, making students the main body of learning and evaluation. Step 4: Independent Writing and Peer Evaluation After the guided practice, the teacher arranges the independent writing task. The task requires students to write a complete essay (about 150-200 words) describing a memorable celebration, requiring clear structure, proper use of linkers, rich sensory details and accurate adjectives, and reflecting their own feelings and insights. Before writing, the teacher reminds students of the key points and precautions: pay attention to the logical connection between paragraphs, use linkers flexibly, add appropriate sensory details to make the writing vivid, and avoid spelling and grammatical mistakes. During the independent writing process, students write independently, and the teacher continues to walk around to provide guidance, answering students’ questions in time and helping them solve unexpected problems in writing. After students finish writing the first draft, the teacher organizes peer evaluation activities. Students are divided into groups of 4-5, and each student reads his/her own work to the group members. Then, according to the evaluation criteria formulated by the teacher (including structure, linkers, sensory details, adjectives, grammar and spelling), group members put forward positive modification suggestions for each other. The evaluation criteria are printed and distributed to each student in advance, so that students can evaluate in a targeted way. For example, “Is the structure of the essay clear? Are the linkers used properly? Are there enough sensory details? Are the adjectives accurate? Are there any grammar or spelling mistakes?” In the peer evaluation process, the teacher guides students to focus on the advantages of their classmates’ works and put forward constructive modification suggestions, avoiding negative criticism. After the peer evaluation, each student revises his/her own first draft according to the suggestions put forward by the group members, forming the second draft. The teacher checks the second draft of some students randomly, provides further modification suggestions, and ensures that students can improve their writing through revision. Design Intent: Independent writing is the key link to test students’ mastery of writing skills and cultivate their independent writing ability. By arranging independent writing tasks, it enables students to comprehensively apply the writing skills learned in the class to practice, and improve their ability of language expression and logical organization. Peer evaluation not only cultivates students’ ability of critical thinking and cooperative learning, but also enables students to learn from each other, find their own problems in the process of evaluating others’ works, and improve their own writing level. The formulation of clear evaluation criteria helps students carry out peer evaluation in a targeted way, ensuring the effectiveness of the evaluation activity. The revision link helps students form a good writing habit of “writing-revising-improving”, and further improves the quality of their writing. Step 5: Cultural Expansion and Theme Elevation After the writing task, the teacher carries out a cultural expansion activity. The teacher shows students pictures and short texts about the differences and similarities between Chinese and foreign celebrations, such as the differences between Chinese Spring Festival and Western Christmas in celebration ways, and the similarities of expressing blessings and family reunion. Then, the teacher asks students to discuss in groups: “What are the differences and similarities between Chinese and foreign celebrations? What cultural connotations do these celebrations reflect? How should we treat the celebrations of different cultures?” After the group discussion, the teacher invites representatives of each group to share their views. The teacher summarizes and guides students to realize that every celebration carries the cultural traditions and values of a nation, and we should respect the diversity of world cultures, learn from each other’s excellent cultural traditions, and enhance cross-cultural communication awareness. At the same time, the teacher guides students to combine their own writing experiences, think about how to reflect the cultural connotation of Chinese celebrations in English writing, and enhance their sense of cultural identity and pride. Design Intent: The cultural expansion activity is closely combined with the core literacy of cultural awareness, which not only enriches students’ cultural knowledge, but also guides students to correctly view the diversity of world cultures, cultivate cross-cultural communication awareness and sense of cultural identity. By connecting cultural expansion with writing, it helps students elevate the theme of their writing, make their works not only describe the celebration process, but also reflect cultural connotations, improving the depth and connotation of the writing. This link also helps students realize the connection between language learning and cultural inheritance, and enhance their sense of responsibility for inheriting and carrying forward Chinese excellent traditional culture. Step 6: Summary and Homework Arrangement First, the teacher summarizes the whole class. The teacher reviews the key writing skills learned in this class, including the structure of celebration description, the use of linkers, the addition of sensory details and the accurate use of adjectives, and emphasizes the importance of combining personal experience and cultural connotation in writing. Then, the teacher affirms the performance of students in the class, praises the students who have made progress in writing, and encourages all students to keep practicing writing and improve their English writing ability. Then, the teacher arranges the homework: 1. Revise the second draft of the essay according to the teacher’s and classmates’ suggestions, and finish the final draft, which will be handed in in the next class. 2. Collect information about a foreign celebration, write a short introduction (about 100 words) and share it in the next class. 3. Read 2-3 model essays about celebrations after class, and accumulate useful words, phrases and sentences. Design Intent: The summary link helps students sort out the knowledge and skills learned in the class, strengthen memory and form a systematic knowledge framework. The homework arrangement is closely connected with the teaching content of the class. The first homework helps students further improve their writing ability through revision; the second homework expands students’ cultural vision and enhances their cross-cultural communication awareness; the third homework helps students accumulate language materials and lay a foundation for future writing. The combination of class learning and after-class practice ensures the continuity and effectiveness of teaching, and helps students consolidate and improve their learning achievements. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $