Unit6 The Admirable Writing Workshop 教案-2025-2026学年高中英语北师大版必修第二册

Unit 6 The Admirable-Writing Workshop 教学目标和重难点 教学目标 Language Ability: Master words and sentence patterns about admirable qualities, and learn to write a narrative essay to describe admirable people or deeds. Thinking Quality: Cultivate logical thinking to organize writing structure and critical thinking to evaluate admirable qualities. Cultural Awareness: Understand admirable spirits across cultures and enhance cultural identity. Learning Ability: Develop autonomous and cooperative learning skills in writing practice and peer evaluation. 教学重难点 Key Points: Grasp the structure of narrative essays (introduction, body, conclusion) and use descriptive words, complex sentences and transitional words properly to express emotions. Difficult Points: Integrate specific details and typical examples to highlight admirable qualities and achieve the unity of emotion and logic in writing. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing pictures and short video clips of admirable people from different fields, including medical pioneers like Tu Youyou, rescue workers, and ordinary volunteers. After playing the video, the teacher asks students two questions: “Who is the most admirable person in the video? Why do you admire him/her?” Then, organize a free discussion in pairs. Each pair shares their opinions, and 2-3 pairs are invited to present their ideas to the whole class. During the presentation, the teacher writes down key words and expressions mentioned by students on the blackboard, such as “devoted”, “courageous”, “persistent”, “selfless”, “make great contributions to”, “overcome difficulties”, etc. After the presentation, the teacher summarizes: “These people have different identities, but they all have admirable qualities. Today, we will learn to write a narrative essay to describe an admirable person or deed, so that we can convey our admiration through words.” Design Intention: The lead-in links the unit theme “The Admirable” closely, using vivid audio-visual materials to arouse students’ interest and activate their prior knowledge. The pair discussion and class presentation not only help students recall words and expressions related to admirable qualities but also provide them with rich writing materials. Writing down key words on the blackboard lays a foundation for the subsequent writing practice, ensuring that students have sufficient language support when expressing their ideas. Step 2: Model Analysis (Learn from Excellent Examples) The teacher distributes a model essay related to the unit theme, which tells a story about a volunteer who helps homeless people. First, ask students to read the model essay silently and finish two tasks: 1. Underline the topic sentence of the essay and the key sentence of each paragraph. 2. Circle the descriptive words, complex sentences and transitional words used in the essay. After students finish reading, the teacher guides them to analyze the model essay together. First, analyze the structure of the model essay. The teacher asks: “How many parts does the essay consist of? What is the main content of each part?” Through group discussion, students summarize that the model essay is divided into three parts: introduction (introduce the admirable person and the reason for admiration), body (describe a specific event to show the person’s admirable qualities with details) and conclusion (express personal feelings and insights). The teacher emphasizes that a good narrative essay should have a clear structure, and each part should be closely connected. Then, analyze the language features of the model essay. The teacher invites students to share the underlined descriptive words and sentences. For example, “with a warm smile on her face”, “worked tirelessly day and night”, “her eyes were full of kindness and determination” are descriptive expressions that make the character image more vivid. The teacher also points out complex sentences such as “Although she was very tired, she never complained and kept helping those in need” and transitional words like “firstly”, “then”, “finally”, “in addition”, which help to enhance the logic of the essay. The teacher explains that using these language elements can make the writing more vivid and coherent. Finally, the teacher summarizes the writing skills from the model essay: 1. Clear structure: introduction - body - conclusion. 2. Rich details: use specific actions, expressions and language to describe the person or event. 3. Appropriate language: use descriptive words, complex sentences and transitional words properly. 4. True emotion: convey sincere admiration through the description. Design Intention: Model analysis is an important link in writing teaching. By guiding students to read and analyze excellent model essays, they can intuitively understand the structure and language features of narrative essays. The tasks of underlining topic sentences and circling key language elements help students focus on the key points of writing, and the group discussion and teacher’s summary enable students to master writing skills systematically. This link lays a solid foundation for students’ independent writing and avoids blindness in writing. Step 3: Brainstorming (Determine Writing Topics and Content) Based on the model analysis, the teacher guides students to carry out brainstorming. First, the teacher asks: “Who is the admirable person in your life? He/She can be a famous person, a relative, a teacher, a classmate, or even a stranger. What admirable qualities does he/she have? What specific events can reflect these qualities?” Then, organize students to brainstorm in groups of 4. Each group selects a recorder to write down the group’s ideas, including the person’s name, admirable qualities, and specific events. During the brainstorming, the teacher walks around the classroom, provides guidance for groups with difficulties, and reminds students to choose typical and specific events that can fully reflect the person’s admirable qualities. For example, if a student chooses a teacher as the admirable person, the teacher can guide him/her to think about specific events such as helping students with learning difficulties after class, caring about students’ physical and mental health, etc. After the group brainstorming, each group sends a representative to share their group’s ideas with the whole class. The teacher makes comments on each group’s ideas, affirms the good points, and puts forward suggestions for improvement. For example, if a group only lists the admirable qualities without specific events, the teacher reminds them to add specific details to make the writing more convincing. After all groups finish sharing, the teacher asks students to determine their own writing topics and content, and make a simple outline. The outline should include: 1. Introduction: Introduce the person and the reason for admiration. 2. Body: Describe 1-2 specific events to show the person’s admirable qualities (including details such as actions, expressions, language). 3. Conclusion: Express personal feelings and insights. Design Intention: Brainstorming helps students expand their thinking and find suitable writing topics and content. Group cooperation enables students to learn from each other and enrich their ideas. The teacher’s guidance and comments help students correct their misunderstandings and ensure that the selected topics and content are in line with the requirements of the writing task. Making an outline helps students sort out their ideas and organize the writing structure in advance, which can effectively avoid the confusion of writing without logic. Step 4: Independent Writing (Practice Writing Skills) After determining the writing topics and making outlines, students start independent writing. The teacher reminds students to pay attention to the following points during writing: 1. Follow the outline and ensure the structure is clear. 2. Use the descriptive words, complex sentences and transitional words learned in the model analysis. 3. Add specific details to highlight the person’s admirable qualities. 4. Pay attention to the correct use of grammar, spelling and punctuation. 5. Convey sincere emotion in the writing. During the independent writing process, the teacher walks around the classroom to observe students’ writing situation, and provides targeted guidance for students who have difficulties. For example, some students may not know how to use complex sentences, and the teacher can give simple examples to guide them; some students may lack details in the description, and the teacher can remind them to add specific actions or expressions. For students who finish writing early, the teacher asks them to check their own articles, focusing on whether the structure is clear, whether the language is correct, and whether the details are sufficient. Design Intention: Independent writing is the key link to test students’ writing ability and apply the learned skills. The teacher’s reminders help students pay attention to the key points of writing and avoid common mistakes. The targeted guidance ensures that each student can get help in the writing process, especially those with weak writing ability. Asking students to check their own articles in advance helps them develop the habit of self-examination and improve their writing quality. Step 5: Peer Evaluation (Improve Writing Ability Through Interaction) After all students finish writing, the teacher organizes peer evaluation. First, the teacher introduces the peer evaluation criteria: 1. Structure: Is the structure clear (introduction - body - conclusion)? 2. Content: Are the events specific and typical? Do they reflect the person’s admirable qualities? 3. Language: Are the descriptive words, complex sentences and transitional words used properly? Are there any grammar, spelling or punctuation mistakes? 4. Emotion: Is the emotion sincere and natural? Then, students exchange their articles with their deskmates. Each student reads his/her deskmate’s article carefully, evaluates it according to the evaluation criteria, and fills in the peer evaluation form. The evaluation form includes strengths, weaknesses and suggestions for improvement. During the peer evaluation, the teacher encourages students to communicate with each other, ask questions about the content they don’t understand, and put forward practical suggestions. For example, if a student thinks that his/her deskmate’s article lacks details, he/she can suggest adding specific actions or expressions; if there are grammar mistakes, he/she can point them out and help correct them. After the peer evaluation, each student gets back his/her own article, reads the comments and suggestions carefully, and modifies his/her article according to the suggestions. The teacher walks around the classroom to guide students in modifying their articles, and helps students solve the problems encountered in the modification process. For example, some students may not know how to modify the illogical parts of the article, and the teacher can guide them to adjust the order of paragraphs or sentences. Design Intention: Peer evaluation not only enables students to learn from each other’s strengths and make up for their own weaknesses but also improves their ability to evaluate and appreciate articles. The clear evaluation criteria help students carry out the evaluation more effectively and objectively. Modifying the article according to the peer’s suggestions helps students find their own mistakes and deficiencies, and further improve their writing ability. At the same time, peer interaction enhances students’ cooperative learning ability and communication ability. Step 6: Sample Display and Comment (Summarize and Improve) The teacher selects 2-3 representative articles, including one excellent article and 1-2 articles with common problems. First, invite the students who wrote the excellent article to read their own articles aloud to the whole class. Then, the teacher comments on the excellent article, affirming its strengths, such as clear structure, rich details, appropriate language and sincere emotion, and lets other students learn from it. For example, the teacher can say: “This article describes the teacher’s help to the student in detail, using expressions like ‘pat me on the shoulder’ and ‘patiently explained the problem to me’, which makes the teacher’s image very vivid. The transitional words ‘at first’, ‘then’, ‘finally’ are used properly, which enhances the logic of the article.” Then, the teacher presents the articles with common problems, and guides students to find the problems together and put forward modification suggestions. For example, if an article has an unclear structure, the teacher asks students to discuss how to adjust the structure; if there are few details, the teacher guides students to think about what details can be added. After the discussion, the teacher summarizes the common problems in students’ writing, such as unclear structure, lack of details, improper use of language, and puts forward corresponding improvement methods. Finally, the teacher makes a summary of the whole class: “In today’s class, we learned to write a narrative essay to describe an admirable person or deed. We mastered the structure and writing skills of narrative essays through model analysis, brainstorming, independent writing and peer evaluation. I hope you can apply the skills learned today to your future writing, and always keep a grateful heart to find and record the admirable people and deeds around you.” Design Intention: Sample display and comment help students further understand the standards of excellent writing and find their own problems. The display of excellent articles sets an example for students, and the analysis of articles with common problems helps students avoid making the same mistakes. The teacher’s summary not only combs the knowledge and skills learned in the class but also sublimates the theme of the unit, guiding students to pay attention to the admirable people and deeds around them and cultivate positive values. Step 7: Homework Arrangement (Consolidate and Extend) Revise the article written in class according to the peer evaluation and teacher’s comments, and polish the language to make the article more perfect. Read 2-3 English articles about admirable people after class, and take notes of the good words and sentences, which can be used in future writing. Write a short passage (about 100 words) to describe another admirable person, and apply the writing skills learned today. Design Intention: Homework arrangement is an extension of classroom teaching, which helps students consolidate the writing skills learned in class. Revising the article helps students deepen their understanding of the writing requirements and improve their writing quality. Reading extracurricular articles and accumulating good words and sentences enriches students’ language reserve. Writing a short passage further practices the writing skills, which is conducive to the long-term improvement of students’ writing ability. 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 $