Unit 9 Learning-Writing Workshop 教案-2025-2026学年高中英语北师大版必修第三册

Unit 9 Learning-Writing Workshop 教学目标和重难点 教学目标 Language Competence: Enable students to master the structure and language features of learning reflections, use appropriate linking words and sentence patterns to express their learning experience, and improve their ability to construct coherent and logical English texts. Cultural Awareness: Guide students to understand the importance of reflective learning in different cultural contexts, cultivate a positive learning attitude, and form the awareness of lifelong learning. Thinking Quality: Help students sort out their learning process, analyze their learning gains and deficiencies, and develop logical thinking, critical thinking and reflective thinking. Learning Ability: Enable students to master the method of writing learning reflections, cultivate the habit of self-reflection and cooperative learning, and improve their independent learning and problem-solving abilities. 教学重难点 Key Points: Help students grasp the three-paragraph structure of learning reflections (past knowledge, current gains, future plans), master common linking words used in reflective writing, and be able to use the learned vocabulary and sentence patterns to express their true learning experience. Difficult Points: Guide students to deeply reflect on their learning process, avoid superficial descriptions, and ensure the logical connection between paragraphs; help students properly use complex sentences to enrich the content and improve the expressiveness of the text. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by asking open-ended questions related to the unit theme “Learning” to arouse students’ interest and activate their prior knowledge. First, the teacher says: “Dear students, we have learned a lot about learning in this unit, such as different learning methods, the secrets of memory and the importance of lifelong learning. Now, please think about this question: What have you learned from this unit? How has your understanding of learning changed compared with before?” Then, the teacher invites 2-3 students to share their ideas freely in class, and gives positive comments and guidance, such as “Your sharing is very real. It’s great that you have realized the importance of active learning” or “I agree with your point. Reflecting on our learning can help us make greater progress.” After that, the teacher presents the topic of this lesson: “Today, we will learn to write a learning reflection, which is a good way to record our learning gains and sort out our learning experience. Through this writing, we can better understand ourselves and improve our learning ability.” Design Intention: The lead-in links the new lesson with the unit’s core content, which not only helps students review the knowledge they have learned in the unit, but also naturally leads to the theme of writing — learning reflection. By asking open questions and encouraging students to share, the teacher creates a relaxed and active classroom atmosphere, stimulates students’ desire to express, and lays a solid foundation for the subsequent learning of writing skills. At the same time, it helps students realize the practical significance of writing learning reflections, which is conducive to improving their learning initiative. Step 2: Text Analysis (Model Analysis and Skill Extraction) First, the teacher distributes the model text of the learning reflection in the textbook to students, and asks them to read the text silently and complete two tasks: 1. Underline the key sentences of each paragraph and summarize the main idea of each paragraph. 2. Circle the linking words used in the text and think about their functions. After students finish reading, the teacher organizes a class discussion to check the learning results. For the first task, the teacher invites students to share their summaries. Through discussion, students reach a consensus: the first paragraph of the model text mainly talks about the writer’s prior knowledge and understanding of the topic before learning; the second paragraph focuses on the new knowledge and gains obtained through learning, including specific facts and personal insights; the third paragraph puts forward future learning plans and changes based on the learning gains. The teacher then summarizes and emphasizes: “A good learning reflection usually adopts a three-paragraph structure: looking back at the past (prior knowledge), focusing on the present (current gains) and looking forward to the future (future plans). This structure can make the text logical and clear, and help readers quickly grasp the core content of the reflection.” For the second task, the teacher asks students to list the linking words they found, such as “before”, “now”, “however”, “in addition”, “therefore”, “in the future” and so on. Then, the teacher explains the functions of these linking words in groups: linking words used to express time sequence (before, now, in the future) help to clarify the logical relationship of the text; linking words used to express转折 (however) help to show the change of the writer’s understanding; linking words used to express addition (in addition) help to enrich the content of the text; linking words used to express result (therefore) help to connect the learning gains with future plans. The teacher also gives examples to help students understand better, such as “However, after learning this unit, I realized that my previous understanding was too one-sided.” Here, “however” clearly shows the contrast between the writer’s prior and current understanding. Next, the teacher guides students to analyze the language features of the model text. The teacher asks: “Please pay attention to the sentence patterns used in the model text. What kinds of sentence patterns are more common? What effects do they have?” Students observe and discuss actively, and the teacher summarizes: “The model text uses a combination of simple sentences and complex sentences. Simple sentences are concise and clear, which are used to express specific facts; complex sentences (such as宾语从句,状语从句) are used to express personal views and logical relationships, which make the text more formal and expressive. For example, ‘I used to think that memory is something we are born with, but now I know that we can improve our memory through scientific methods.’ This complex sentence clearly expresses the change of the writer’s understanding and enhances the logicality of the text.” In addition, the teacher also reminds students to pay attention to the use of verbs and adjectives in the text, such as “realize”, “understand”, “improve”, “valuable”, “important”, which can make the expression more accurate and vivid. Design Intention: The model text is the carrier of writing skills. Through silent reading, underlining, discussion and other activities, students can independently explore the structure and language features of learning reflections, which is more conducive to their understanding and mastery than the teacher’s one-way explanation. By analyzing the structure, linking words and sentence patterns of the model text, students can extract practical writing skills, which lays a foundation for their subsequent writing practice. At the same time, this link also cultivates students’ ability of text analysis and logical thinking, which is in line with the requirements of core literacy. Step 3: Skill Training (Targeted Practice and Consolidation) This step is divided into three small activities to help students consolidate the writing skills they have learned, from simple to complex, and gradually improve their writing ability. Activity 1: Linking Words Practice. The teacher presents a set of incomplete sentences related to learning reflection, and asks students to fill in the appropriate linking words according to the context. For example: 1. ______ learning this unit, I knew little about how to improve my learning efficiency. 2. I used to think that learning is just memorizing knowledge; ______, now I realize that learning is a process of thinking and exploration. 3. I have learned many useful learning methods in this unit; ______, I have also realized the importance of perseverance. 4. I have made great progress in my learning; ______, I will continue to work hard to improve myself in the future. After students finish filling in, the teacher checks the answers together with the students, explains the reasons for choosing each linking word, and emphasizes the flexible use of linking words. For students who make mistakes, the teacher gives patient guidance and asks them to correct their mistakes in time. Design Intention: Linking words are the key to ensuring the logicality of the text. This targeted practice helps students master the usage of common linking words in learning reflections, avoid the problem of disjointed paragraphs in their writing, and lay a foundation for writing coherent texts. Activity 2: Sentence Pattern Practice. The teacher presents some common sentence patterns in learning reflections, such as: 1. I used to think that... but now I realize that... 2. Through learning this unit, I have learned that... 3. One of the most important things I have learned is that... 4. In order to improve my learning, I will... Then, the teacher asks students to make sentences with these sentence patterns combined with their own learning experience. For example, students can make sentences like: “I used to think that English listening is very difficult, but now I realize that as long as I practice more, I can make progress.” “Through learning this unit, I have learned that making a study plan is very important for improving learning efficiency.” After students finish making sentences, the teacher invites some students to share their sentences in class, and gives comments and guidance, encouraging students to use more complex sentences to enrich their expressions. Design Intention: Sentence patterns are the basic unit of writing. By practicing common sentence patterns, students can master the standard expression of learning reflections, avoid simple and repetitive sentence patterns in their writing, and improve the expressiveness of their texts. At the same time, combining sentence making with their own learning experience can help students connect writing with real life, making writing more real and vivid. Activity 3: Paragraph Writing Practice. The teacher divides students into groups of 4-5, and assigns each group a task: write one paragraph of the learning reflection (each group chooses one of the three paragraphs: past knowledge, current gains, future plans) according to the model text and the skills they have learned. The teacher reminds students to pay attention to the use of linking words and sentence patterns, and requires the content to be true and specific. During the group discussion and writing process, the teacher walks around the classroom, observes the situation of each group, and provides timely guidance for students who have difficulties. For example, some students may not know how to express their learning gains specifically; the teacher can guide them: “You can talk about the specific knowledge you have learned, such as a learning method, a new understanding of a certain concept, or a problem you have solved.” After each group finishes writing, the teacher invites one representative from each group to read their paragraph in class, and organizes other students to comment: “What are the advantages of this paragraph? What can be improved?” Then, the teacher makes a summary comment, affirms the advantages of each group, points out the existing problems, and puts forward improvement suggestions. Design Intention: Group cooperative learning can stimulate students’ learning enthusiasm, let students learn from each other and help each other, and improve their cooperative learning ability. Paragraph writing practice is a transition from sentence practice to full-text writing, which helps students consolidate the structure and skills of each part of the learning reflection, and lays a solid foundation for the subsequent full-text writing. Through peer evaluation and teacher evaluation, students can find their own advantages and deficiencies, and improve their ability of text evaluation and modification. Step 4: Writing Practice (Independent Writing and Guidance) On the basis of the previous skill training, the teacher asks students to write a complete learning reflection independently. The teacher puts forward the writing requirements: 1. Adopt the three-paragraph structure (past knowledge, current gains, future plans); 2. Use at least 5 linking words learned in this lesson; 3. Use at least 3 sentence patterns practiced in this lesson; 4. The content is true and specific, focusing on personal learning experience and reflections; 5. The text is coherent and logical, with no obvious grammatical errors. Before writing, the teacher gives students 5 minutes to sort out their ideas, and asks them to write an outline first, including the key content of each paragraph. For example, the outline can be: Paragraph 1: My prior understanding of learning (e.g., I used to think learning is boring and passive); Paragraph 2: My gains from this unit (e.g., learning useful learning methods, realizing the importance of active learning); Paragraph 3: My future learning plans (e.g., making a study plan, practicing listening every day). During the independent writing process, the teacher walks around the classroom, pays attention to the writing situation of each student, and provides targeted guidance. For students with slow writing speed, the teacher can remind them to refer to the model text and the outline they wrote, and encourage them to start writing bravely; for students who have difficulty in expressing, the teacher can give appropriate hints, such as providing some related vocabulary and sentence patterns; for students with more grammatical errors, the teacher can point out the errors and guide them to correct them. At the same time, the teacher reminds students to pay attention to the spelling, punctuation and capitalization of words to ensure the standardization of the text. Design Intention: Independent writing is the key link to test students’ mastery of writing skills. By writing a complete learning reflection independently, students can comprehensively apply the structure, linking words and sentence patterns they have learned, and improve their ability of text construction. Asking students to write an outline first helps them sort out their ideas and avoid the problem of disorganized writing. The teacher’s targeted guidance can help students solve the difficulties encountered in the writing process, ensure that each student can complete the writing task smoothly, and improve their writing confidence. Step 5: Evaluation and Revision (Peer Evaluation and Teacher Guidance) After students finish writing, the teacher organizes peer evaluation first. The teacher distributes the peer evaluation form to each student, which includes the following evaluation items: 1. Whether the three-paragraph structure is adopted; 2. Whether the linking words are used correctly and appropriately; 3. Whether the sentence patterns are rich and correct; 4. Whether the content is true and specific; 5. Whether the text is coherent and logical; 6. Whether there are grammatical, spelling and punctuation errors. Students are required to exchange their compositions with their deskmates, evaluate each other according to the evaluation form, and put forward specific modification suggestions. For example, if a student’s composition lacks linking words, the deskmate can suggest: “You can add ‘however’ here to show the contrast between your prior and current understanding.” If a student’s content is too superficial, the deskmate can suggest: “You can add a specific example to illustrate your learning gains, such as how you used a new learning method to solve a learning problem.” After peer evaluation, students revise their own compositions according to the suggestions put forward by their deskmates. During the revision process, the teacher continues to provide guidance, and answers the questions raised by students. Then, the teacher selects 2-3 representative compositions (including excellent compositions and compositions with common problems) to comment in class. For excellent compositions, the teacher reads them aloud, analyzes their advantages, such as clear structure, appropriate use of linking words, rich content and correct sentence patterns, and encourages other students to learn from them; for compositions with common problems, the teacher points out the existing problems, such as disjointed paragraphs, incorrect use of linking words, simple sentence patterns, and guides students to discuss how to revise them. For example, if a student’s composition has the problem of disjointed paragraphs, the teacher can guide students to think: “What linking words can we add here to connect the two paragraphs?” If a student’s sentence patterns are too simple, the teacher can guide students to transform simple sentences into complex sentences. After the class evaluation, students revise their compositions again, and then submit their revised compositions to the teacher. The teacher will conduct detailed comments and revisions on each student’s composition after class, point out the advantages and deficiencies of each composition, and put forward targeted improvement suggestions. For students who have made great progress, the teacher gives positive encouragement; for students who still have difficulties, the teacher arranges after-class tutoring to help them improve their writing ability. Design Intention: Peer evaluation can help students learn from each other, improve their ability of text evaluation and modification, and cultivate their cooperative learning ability. By revising their compositions according to peer suggestions and teacher guidance, students can find their own problems and improve their writing level. The teacher’s detailed after-class comments can help students understand their own deficiencies more clearly, and provide targeted guidance for their future writing, which is conducive to the long-term improvement of students’ writing ability. Step 6: Summary and Extension (Summary and Consolidation) At the end of the class, the teacher summarizes the key points of this lesson: “In this lesson, we have learned the structure and language features of learning reflections, mastered common linking words and sentence patterns used in reflective writing, and completed the writing and revision of learning reflections. We should remember that writing a learning reflection is not only a task, but also a good way to reflect on our learning, which can help us sort out our learning experience, find our own problems and improve our learning ability.” Then, the teacher puts forward the after-class extension task: 1. Revise the composition again according to the teacher’s comments and submit it in the next class; 2. Write a short learning reflection (about 100 words) after finishing the next unit, and apply the writing skills learned in this lesson; 3. Read 2-3 English learning reflections on the Internet, analyze their structure and language features, and take notes. The teacher reminds students that learning reflection is a long-term process, and they should develop the habit of reflecting on their learning every day, so as to improve their learning ability continuously. Design Intention: The summary of the lesson helps students sort out the knowledge and skills they have learned in this lesson, deepen their understanding and memory. The after-class extension task is to extend the classroom learning to after-class, help students consolidate the writing skills they have learned, and cultivate their habit of continuous learning and reflection. Reading English learning reflections on the Internet can enrich students’ writing materials and improve their writing level in a long-term way. 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 $