Unit 4 Information Technology-Writing Workshop 教案-2025-2026学年高中英语北师大版必修第二册

Unit 4 Information Technology-Writing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master vocabulary and sentence patterns related to information technology and personal profiles, and improve their ability to write a coherent and appropriate online personal profile. Cultural Awareness: Guide students to establish a sense of safe online social interaction, understand the norms of online information sharing, and respect the diversity of online communication. Thinking Quality: Cultivate students’ structured thinking by sorting out the structure of personal profiles, and stimulate their innovative thinking through personalized writing. Learning Ability: Help students master the method of imitative writing, develop the habit of peer evaluation and self-improvement, and enhance their autonomous learning and cooperative learning abilities. 2. 教学重难点 Key Points: Help students understand the basic structure and key information of an online personal profile, master the language expressions for introducing personal hobbies, views and reasons, and be able to list a clear writing outline. Difficult Points: Guide students to use appropriate language and correct formats to complete personal profiles, avoid Chinglish, and integrate personal characteristics into writing to achieve personalized and authentic expression. 教学过程 Step 1: Warm-up and Lead-in The teacher greets the students and starts the warm-up activity with a question: “Nowadays, we often use various online platforms to make friends, join clubs or participate in activities. When you want to join an online reading club, what kind of information do you think you need to provide to let others know you?” Then, organize students to carry out pair work. Each pair discusses the question for a few minutes and then shares their opinions with the whole class. The teacher writes down the key information mentioned by the students on the blackboard, such as user name, age, hobbies, reasons for joining the club, etc. After the sharing, the teacher shows a short video clip of “Hermiones Most Sassy Moments” and asks: “Do you know who she is? Today, we will read a personal profile written by a girl named Happy Hermione, who wants to join a reading club. Lets explore how she introduces herself and what we can learn from her profile.” Then, the teacher presents the learning objectives of this lesson on the screen: 1. Understand the structure and key information of a personal profile. 2. Master the language expressions for introducing personal preferences and opinions. 3. Complete a personal profile to apply for a club. Design Intention: The warm-up activity is closely combined with students daily life, which can quickly arouse their interest in learning and activate their existing knowledge about online communication. The pair work encourages students to express their views actively and lay a foundation for the subsequent learning of personal profile content. The video clip not only enriches the classroom atmosphere but also naturally leads to the theme of the lesson, helping students understand the practical significance of writing a personal profile. Presenting the learning objectives clearly enables students to have a clear direction in the learning process. Step 2: Reading for Writing (Input Stage) Activity 1: Skimming to Get the Main Idea The teacher distributes the reading material (the personal profile of Happy Hermione) to the students and asks them to read it quickly within a few minutes, then answer the following question: “What is the main purpose of Happy Hermiones personal profile?” After students finish reading, invite several students to answer the question. The teacher summarizes: “The main purpose of her personal profile is to apply for joining a reading club and introduce herself to other club members so that they can understand her hobbies and ideas about reading.” Design Intention: Skimming training helps students improve their ability to obtain the main idea of the text quickly. By answering the question, students can clearly grasp the practical purpose of writing a personal profile, which is conducive to them establishing a clear writing purpose in the subsequent writing process. Activity 2: Scanning to Extract Key Information Ask students to read the personal profile again carefully and underline the key information included in it. Then, organize students to carry out group work (4 students in a group). Each group sorts out the key information and fills in the following form: User Name, Age, Location, Hobbies, Favorite Books, Reasons for Joining the Club. After the group discussion, each group sends a representative to present their results. The teacher comments on the results of each group, supplements and improves the key information, and summarizes that a complete personal profile usually includes basic personal information, personal hobbies, relevant views and reasons for applying. Design Intention: Scanning training helps students improve their ability to extract specific information from the text. Group work can promote students cooperative learning, enable them to learn from each other and improve their efficiency in sorting out information. The form is used to visualize the key information, which is convenient for students to understand and remember the structure of the personal profile. Activity 3: Analyzing Language Features Ask students to read the personal profile for the third time and focus on the sentences that express personal preferences and opinions. Invite students to find out these sentences and write them on the blackboard. For example: “I think reading is an exciting experience.” “I enjoy reading books about foreign cultures or imaginary worlds.” “The author did an amazing job of creating a whole new world through this book.” Then, the teacher leads students to analyze the language features of these sentences: using simple and concise language, using common expressions such as “I think...”, “I enjoy...”, “I believe...” to express personal views and preferences, and the tone is sincere and natural. Next, the teacher expands the relevant language expressions. For example, expressions for personal preferences: “I am fond of...”, “I am interested in...”, “My favorite... is...”; expressions for personal views: “In my opinion...”, “From my point of view...”, “Thats why I believe that...”. The teacher asks students to make sentences with these expressions in pairs to consolidate their memory and application. In addition, the teacher reminds students to pay attention to the small print at the end of the personal profile, which reminds people to protect their personal privacy. The teacher asks: “Why do we need to protect our personal privacy when writing an online personal profile?” Guide students to realize the importance of network security and establish a sense of protecting personal information. Design Intention: Analyzing the language features of the text helps students master the appropriate language expressions for writing a personal profile, laying a foundation for their subsequent imitative writing. Expanding the relevant expressions enriches students language reserve and enables them to have more choices in writing. The reminder about personal privacy is closely combined with the unit theme of information technology, which helps students cultivate cultural awareness and establish a sense of safe online communication. Step 3: Focus on Structure and Writing Guidance Activity 1: Sorting Out the Text Structure The teacher guides students to sort out the structure of Happy Hermiones personal profile. Ask students: “How is this personal profile structured?” Invite students to express their views, and the teacher summarizes the structure of the personal profile: 1. Opening: Briefly introduce the purpose of writing the personal profile (applying for joining the reading club). 2. Body: Introduce basic personal information, personal hobbies, favorite books and views on reading. 3. Closing: Express the expectation of joining the club and the desire to communicate with other members. Then, the teacher presents a mind map on the screen to show the structure of the personal profile clearly, so that students can have a more intuitive understanding of the structure. Design Intention: Sorting out the text structure helps students establish a structured thinking mode, which is conducive to them arranging the content of their own personal profiles reasonably. The mind map can visualize the structure, making it easier for students to understand and remember. Activity 2: Writing Tips and Guidance The teacher gives students writing tips based on the text analysis: 1. Clear purpose: The purpose of writing a personal profile should be clear, such as applying for a club, making friends, etc. 2. Complete information: The key information should be complete to let others know you better. 3. Appropriate language: Use simple, concise and sincere language, avoid complex and difficult sentences, and avoid Chinglish. 4. Personal characteristics: Combine your own characteristics to make the personal profile more authentic and attractive. 5. Privacy protection: Do not disclose too much personal sensitive information, such as ID number, home address, etc. Then, the teacher takes an example to explain how to apply these tips. For example, if a student wants to apply for a science club, he can introduce his interest in science, his experience in participating in science activities, and his reasons for joining the science club, and use appropriate language expressions to show his enthusiasm for science. Design Intention: Writing tips provide clear guidance for students writing, helping them avoid common mistakes in writing. The example makes the writing tips more specific and operable, enabling students to better apply the tips to their own writing. Activity 3: Outlining Ask students to choose a club they want to join (such as reading club, science club, art club, sports club, etc.), and list the writing outline of their personal profile according to the structure and writing tips. The outline should include the opening, body (basic information, hobbies, reasons for joining the club, etc.) and closing. Students can write the outline on their exercise books, and the teacher walks around the classroom to guide students who have difficulties in outlining. For example, for students who do not know how to write the reasons for joining the club, the teacher can prompt them: “What do you want to get from the club? What can you bring to the club?” After students finish the outline, invite several students to share their outlines with the whole class. The teacher comments on the outlines, points out the advantages and deficiencies, and puts forward suggestions for improvement. For example, if a students outline lacks personal characteristics, the teacher can suggest: “You can add your own unique experience related to the club to make the outline more attractive.” Design Intention: Outlining is an important link in the writing process, which can help students sort out their writing ideas and ensure the logicality and completeness of the writing content. The teachers guidance helps students solve difficulties in outlining, and the sharing and evaluation of outlines enable students to learn from each other and improve their outlining ability. Step 4: Composing the First Draft (Output Stage) Ask students to write the first draft of their personal profile according to their own outline and the learned language expressions and writing tips. The teacher reminds students to pay attention to the following points: 1. Use the language expressions for personal preferences and views learned in this lesson. 2. Ensure the completeness and logicality of the content. 3. Pay attention to the correct use of grammar and punctuation. 4. Avoid Chinglish and ensure the authenticity and naturalness of the language. 5. Protect personal privacy and do not disclose sensitive information. During the writing process, the teacher walks around the classroom to observe students writing situation, and provides timely guidance for students who have difficulties. For example, if a student does not know how to express a certain meaning in English, the teacher can give appropriate prompts; if a student makes grammar mistakes, the teacher can point out and help him correct them. At the same time, the teacher encourages students to write boldly and express their own characteristics. Design Intention: The first draft writing is the key link of output, which can test students mastery of the knowledge and skills learned in this lesson. The teachers on-site guidance helps students solve problems in writing in time, improves their writing confidence, and ensures that each student can complete the first draft smoothly. Step 5: Peer Evaluation and Revision (Improvement Stage) Activity 1: Peer Evaluation Organize students to carry out peer evaluation in pairs. Each student exchanges his first draft with his deskmate, and evaluates his deskmates draft according to the following evaluation criteria: 1. Is the purpose of the personal profile clear? 2. Is the key information complete? 3. Is the structure clear and logical? 4. Are the language expressions appropriate and natural? 5. Are there any grammar or punctuation mistakes? 6. Is personal privacy protected? The teacher provides a peer evaluation form for students to fill in. Students should put forward specific suggestions for improvement while evaluating. For example, if a students draft lacks reasons for joining the club, the evaluator can suggest: “You can add your expectations for the club and your own advantages related to the club to make the reasons more sufficient.” Design Intention: Peer evaluation can enable students to look at their own writing from the perspective of others, find out their own deficiencies, and learn from each others advantages. The evaluation criteria make the peer evaluation more objective and standardized, and the suggestions for improvement help students further improve their writing. Activity 2: Self-Revision After the peer evaluation, students take back their own first draft and revise it according to their deskmates suggestions and their own thinking. The teacher reminds students to pay attention to integrating the suggestions into the revision, and at the same time, check the grammar, punctuation and language expression again to ensure that the revised draft is more perfect. During the revision process, the teacher continues to walk around the classroom to provide guidance for students who have difficulties in revision. Design Intention: Self-revision is an important link to improve students writing ability. Through self-revision, students can deepen their understanding of their own writing problems, improve their ability to find and correct mistakes, and cultivate their sense of responsibility for their own writing. Activity 3: Sample Display and Comment The teacher selects 2-3 typical student drafts (including excellent drafts and drafts with common problems) to display on the screen. For the excellent drafts, the teacher asks the students to analyze the advantages of the drafts, such as clear structure, complete information, appropriate language and distinct personal characteristics, and encourages other students to learn from them. For the drafts with common problems, the teacher leads the students to analyze the problems together and put forward revision suggestions, so that all students can avoid similar mistakes. Design Intention: The display and comment of sample drafts can let students have a more intuitive understanding of excellent writing and common problems, which is conducive to them improving their own writing level. At the same time, it can also enhance the confidence of students who write excellent drafts and encourage students with deficiencies to make progress. Step 6: Summary and Homework Summary The teacher summarizes the content of this lesson with the students: “In this lesson, we have learned the structure and key information of a personal profile, mastered the language expressions for introducing personal preferences and views, and completed the first draft of the personal profile through imitative writing, peer evaluation and self-revision. We also realized the importance of protecting personal privacy in online communication. I hope you can apply what you have learned in this lesson to your daily online communication and write more excellent personal profiles.” Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, strengthen their memory, and form a systematic understanding of the content of the lesson. At the same time, it connects the content of the lesson with students daily life, reflecting the practical significance of the lesson. Homework Revise the personal profile again according to the teachers comments and the suggestions from peers, and complete the final draft. The final draft should be neat and clear, with correct grammar and punctuation. Read 2-3 English personal profiles online (pay attention to protecting personal privacy), and summarize their advantages, which can be used for future writing reference. Share your personal profile with your classmates after class and communicate with each other about the experience and gains of writing. Design Intention: The homework is an extension of the classroom teaching, which can help students consolidate the knowledge and skills learned in the lesson and improve their writing ability. Reading online personal profiles can enrich students writing experience and broaden their horizons. Sharing with classmates can promote students communication and learning, and further improve their writing level. 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 $