Unit5 Humans and Nature Writing Workshop 教案-2025-2026学年高中英语北师大版必修第二册

Unit 5 Humans and Nature-Writing Workshop 教学目标和重难点 教学目标 Language Ability: Master core vocabulary and sentence patterns related to natural disasters and survival skills, and be able to write a clear, logical and practical safety brochure. Cultural Awareness: Understand the concept of harmony between humans and nature, recognize the importance of disaster prevention, and establish a sense of global environmental responsibility. Thinking Quality: Develop logical thinking through sorting out writing frameworks and critical thinking through evaluating and revising works. Learning Ability: Cultivate autonomous learning and cooperative learning skills through independent writing, group discussion and peer evaluation, and form the habit of applying what they have learned. 教学重难点 Key Points: Understand the structural characteristics (clear classification, concise language) and language features (imperative sentences, present tense) of safety brochures, and be able to use relevant vocabulary and sentence patterns to complete the writing of a disaster survival brochure. Difficult Points: How to accurately and comprehensively express disaster survival skills in simple and appropriate English, and how to reasonably arrange the structure to make the brochure have strong guidance and practicality. 教学过程 Step 1: Lead-in (Lead-in and Theme Activation) The teacher starts the class with a question: “Have you ever heard of an earthquake? What should we do if an earthquake happens suddenly?” Then, show students three short video clips (each about 1 minute) through multimedia, which respectively show the scenes of indoor, outdoor and in-car situations when an earthquake occurs, and ask students to watch carefully and take notes about the correct escape behaviors in the video. After watching the video, invite 3-4 students to share their notes in English, and the teacher makes simple comments, affirming the correct points and supplementing the missing key points. Then, the teacher presents the topic of this lesson: “Today we will learn to write a safety brochure about disaster survival, which can help us better protect ourselves and others when facing natural disasters. This writing task is closely related to our unit theme ‘Humans and Nature’—while we respect nature, we also need to master the skills to deal with natural disasters.” Design Intention: The lead-in link takes students’ familiar natural disasters as the starting point, and stimulates students’ interest and existing knowledge reserve through video clips and questions. The visual and intuitive video materials can help students quickly enter the theme, understand the practical significance of the writing task, and lay a foundation for the subsequent learning of brochure writing. At the same time, it connects with the unit theme “Humans and Nature”, allowing students to realize the connection between writing and real life, and enhance their sense of participation and responsibility. Step 2: Sample Analysis (Analyze the Model Text and Summarize Features) The teacher distributes the sample text (the earthquake survival brochure in the textbook) to each student, and asks students to read the sample text independently with the following questions: 1. What is the main content of the sample text? 2. How many parts is the sample text divided into? What is the topic of each part? 3. What sentence patterns are mainly used in the sample text? 4. What are the characteristics of the language in the sample text? After independent reading, organize students to discuss in groups of 4, and exchange their answers to the above questions. During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides timely guidance for students who have difficulties in understanding. After the discussion, invite each group to send a representative to report the discussion results, and the teacher summarizes and sorts out the key points on the blackboard: Main Content: The sample text introduces the correct escape methods and precautions when an earthquake occurs, which are divided into three situations: indoor, outdoor and in-car. 2. Structure: The sample text has a clear structure, including a title and three subheadings, each subheading corresponds to a specific scene, and the content under each subheading is specific and targeted. 3. Sentence Patterns: The sample text mainly uses imperative sentences (such as “Stay calm and do not panic”, “Take shelter under a strong table or desk”) to give clear instructions; it also uses simple present tense to state objective escape rules. 4. Language Features: The language is concise, accurate and practical, avoiding complex and difficult words and sentences, so that readers can quickly understand and master the escape skills. Then, the teacher focuses on explaining the key points of the brochure structure and language features: “A good safety brochure should have a clear structure—first, a clear title to let readers know the theme of the brochure; then, reasonable classification (such as classified by scene, by steps) to make the content organized; finally, specific and practical content to ensure that the brochure has guiding significance. In terms of language, we should use concise and accurate words, and more imperative sentences to convey clear instructions, because the purpose of the brochure is to let readers quickly master the relevant skills.” In addition, the teacher sorts out the core vocabulary and sentence patterns in the sample text, such as “shelter”, “aftershock”, “stay calm”, “hold on to”, “if you are indoors/outdoors/in a car”, and asks students to read and memorize them, and gives examples to help students understand the usage of these vocabulary and sentence patterns. For example, “shelter” can be used as a noun (“take shelter from the earthquake”) or a verb (“shelter yourself under a table”); the structure “if you are...” is used to describe different situations, and the corresponding measures are put forward. Design Intention: The sample analysis is the key link of “reading for writing”, which helps students understand the structural and language characteristics of safety brochures through independent reading and group discussion. By setting targeted questions, students can focus on the key points of the sample text, improve their reading comprehension ability and analytical ability. The teacher’s summary and explanation can help students sort out the knowledge points systematically, master the core vocabulary and sentence patterns needed for writing, and lay a solid foundation for the subsequent writing practice. Group discussion can also cultivate students’ cooperative learning ability and expression ability. Step 3: Pre-writing Preparation (Determine the Topic, Collect Materials and Outline) First, the teacher guides students to determine the writing topic. On the basis of the sample text about earthquake survival, the teacher expands the topic scope: “In addition to earthquakes, there are many other natural disasters, such as floods, typhoons, landslides, etc. You can choose a natural disaster you are familiar with, and write a safety brochure about its survival skills. You can also choose the earthquake theme to further enrich the content on the basis of the sample text.” Then, ask students to think independently and determine their own writing topic, and report it to the teacher to ensure that the topic is appropriate and specific. Next, guide students to collect writing materials. The teacher asks students to think about the following questions: 1. What are the common characteristics and hazards of the natural disaster you choose? 2. What survival skills are there in different scenes (such as indoor, outdoor, in transit)? 3. What precautions should be paid attention to before, during and after the disaster? Then, organize students to exchange materials in groups—each student shares the materials they have collected, and the group members supplement each other to make the materials more comprehensive. For example, if a student chooses the theme of “typhoon survival”, other students in the group can supplement the skills of closing doors and windows, avoiding going out, and taking shelter in safe places. The teacher provides appropriate help for students who have difficulty collecting materials, such as showing pictures, short texts and other materials about different natural disasters, and guiding students to extract key information. After collecting materials, guide students to sort out the materials and write an outline. The teacher gives a sample outline on the blackboard to help students understand the structure of the outline: Title: How to Survive a [Natural Disaster] Introduction: A brief introduction to the natural disaster (its characteristics and hazards, the importance of mastering survival skills) Survival Skills in Different Scenes When you are indoors When you are outdoors When you are in transit (such as in a car, on foot) Precautions Precautions before the disaster Precautions during the disaster Precautions after the disaster Conclusion: Call on everyone to pay attention to disaster prevention and master survival skills Then, ask students to write their own outlines according to the sample outline and the materials they have collected. During the process of writing the outline, the teacher walks around to check, and gives guidance to students who have problems in structuring, such as helping students adjust the order of content, supplement the missing parts, and ensure that the outline is clear, logical and comprehensive. After students finish writing the outline, ask them to exchange outlines with their desk mates, and put forward suggestions for revision, such as whether the structure is reasonable, whether the content is specific, etc. Design Intention: Pre-writing preparation is an important link to ensure the smooth progress of writing. By guiding students to determine the topic, collect materials and write an outline, it helps students sort out their ideas, clarify the writing direction and content, and avoid the situation of “having nothing to write” in the writing process. The exchange of materials and outlines between students can help them learn from each other, enrich their writing content, and improve their ability to sort out and organize information. The teacher’s guidance can timely solve the difficulties encountered by students, ensure that each student can complete the pre-writing preparation smoothly, and lay a foundation for the formal writing. Step 4: While-writing (Formal Writing and Real-time Guidance) After completing the pre-writing preparation, students start formal writing. The teacher puts forward the writing requirements on the blackboard: 1. The structure is clear, and the title, subheadings and body content are complete; 2. The language is concise, accurate and practical, and more imperative sentences are used; 3. The content is specific and comprehensive, and the survival skills and precautions are detailed; 4. Pay attention to the correct use of vocabulary and sentence patterns, and avoid grammatical errors; 5. The writing is neat and the spelling is correct. During the writing process, students write independently, and the teacher walks around the classroom to provide real-time guidance. For students who have difficulty starting to write, the teacher guides them to start with the outline, and first write the content of each part according to the outline; for students who have problems in vocabulary and sentence patterns, the teacher gives appropriate prompts, such as reminding students to use the core vocabulary and sentence patterns sorted out in the sample analysis link; for students who have grammatical errors, the teacher points out the errors and guides them to correct them, helping students form a good writing habit. In addition, the teacher pays attention to the individual differences of students. For students with weak English foundation, the teacher appropriately reduces the writing difficulty, such as allowing them to use simple sentences and core vocabulary to complete the main content; for students with strong English foundation, the teacher encourages them to enrich the content, such as adding specific examples, using more complex sentence patterns (such as attributive clauses, conditional clauses) to improve the writing level. During the writing process, if students have any questions, they can ask the teacher or their group members for help. The teacher reminds students to check while writing, pay attention to the consistency of tense, the correct use of prepositions and articles, and avoid spelling mistakes. Design Intention: The while-writing link is the key link to improve students’ writing ability. Independent writing can cultivate students’ autonomous learning ability and ability to apply what they have learned. Real-time guidance from the teacher can timely solve the difficulties encountered by students in the writing process, help students correct errors in time, and improve the quality of writing. Paying attention to individual differences can ensure that each student can gain progress in writing, and realize the principle of “teaching students in accordance with their aptitude”. Step 5: Post-writing (Revision, Evaluation and Improvement) Post-writing is divided into three links: self-revision, peer evaluation and teacher evaluation. First, self-revision. The teacher gives students a self-revision checklist, and asks students to revise their own works according to the checklist: 1. Is the title clear and appropriate? 2. Is the structure complete and logical? 3. Is the content specific and comprehensive? 4. Are the vocabulary and sentence patterns used correctly? 5. Are there any grammatical and spelling errors? 6. Is the language concise and practical? Students revise their works independently, and make marks on the parts that need to be modified. The teacher guides students to carefully check each part, and cultivate their ability of self-examination and self-improvement. Second, peer evaluation. Organize students to exchange their works in groups of 4, and each student reads the works of other group members carefully, and fills in the peer evaluation form according to the evaluation standards (consistent with the self-revision checklist). When evaluating, students need to point out the advantages and shortcomings of their classmates’ works, and put forward specific revision suggestions. For example, “Your brochure has a clear structure, but the content of outdoor survival skills is not detailed enough. You can add how to avoid dangerous objects such as fallen trees and power lines.” After the peer evaluation, each student communicates with the evaluator, listens to the suggestions, and further revises their own works. The teacher walks around the groups, guides students to carry out objective and fair evaluation, and teaches students how to put forward reasonable revision suggestions. Third, teacher evaluation. The teacher collects all students’ works, selects several representative works (including excellent works and works with common problems) to display in class. For excellent works, the teacher reads them aloud, analyzes their advantages (such as clear structure, accurate language, comprehensive content), and encourages other students to learn from them; for works with common problems, the teacher points out the existing problems (such as unclear structure, incorrect use of sentence patterns, incomplete content), and guides students to discuss how to revise them. Then, the teacher returns all works to the students, and writes targeted comments on each work, such as “Your writing is very practical, but you need to pay attention to the correct use of imperative sentences. For example, ‘You should stay calm’ can be changed to ‘Stay calm’ to make the language more concise and direct.” After receiving the teacher’s comments, students revise their works again, and submit the final version to the teacher. The teacher checks the final version again, and records the students’ performance in the writing process and the problems existing in the works, so as to provide targeted guidance for the subsequent review. Design Intention: Post-writing revision and evaluation is an important link to improve students’ writing level. Self-revision can cultivate students’ ability of self-examination and self-improvement; peer evaluation can let students learn from each other, find their own shortcomings in the process of evaluating others’ works, and improve their ability of appreciation and evaluation; teacher evaluation can provide targeted guidance for students, help students find out the problems they can’t find by themselves, and further improve the quality of writing. The combination of the three evaluation methods can make the evaluation more comprehensive and objective, and promote the all-round development of students’ writing ability. Step 6: Summary and Extension First, the teacher summarizes the whole lesson: “In this lesson, we learned the structural and language characteristics of safety brochures through sample analysis, completed the pre-writing preparation, formal writing and post-writing revision, and mastered the skills of writing disaster survival brochures. At the same time, we also deepened our understanding of the unit theme ‘Humans and Nature’—while we respect nature and awe nature, we also need to master the skills to deal with natural disasters, so as to better protect ourselves and our families.” Then, the teacher puts forward the extension task: 1. Revise and improve your own safety brochure, and design simple pictures to match the content, making the brochure more intuitive and attractive; 2. Share your safety brochure with your family and friends in English, and introduce the disaster survival skills to them; 3. Collect more information about natural disaster prevention and control, and enrich your knowledge reserve. Finally, the teacher encourages students: “Writing is a process of continuous practice and improvement. I hope you can apply the writing skills learned in this lesson to your daily life, pay attention to disaster prevention and control, and establish a sense of responsibility to protect yourself and others. At the same time, I also hope you can keep practicing English writing and make continuous progress.” Design Intention: The summary link helps students sort out the knowledge and skills learned in the whole lesson, and consolidate the learning results. The extension task connects the classroom learning with real life, not only helps students consolidate the writing skills, but also expands their knowledge reserve, and enhances their practical ability and sense of social responsibility. Encouraging students can enhance their confidence in learning English writing and stimulate their interest in continuous learning. 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 $