Unit 1 Relationships-Writing Workshop 教案-2025-2026学年高中英语北师大版选择性必修第一册

Unit 1 Relationships-Writing Workshop 教学目标和重难点 教学目标 Language Competence: Enable students to master core vocabulary and sentence patterns related to relationships, and accurately express personal views, experiences and suggestions in writing. Cultural Awareness: Guide students to understand cultural differences in interpersonal communication and establish a respectful and inclusive attitude towards diverse relationships. Thinking Quality: Cultivate students’ analytical, critical and logical thinking abilities in sorting out relationship experiences and putting forward practical suggestions. Learning Ability: Help students master writing strategies such as outlining, drafting and revising, and form the habit of independent learning and cooperative inquiry. 教学重难点 Key Points: Master the structure of expository and suggestive writing related to relationships; correctly use transition words and sentence patterns to ensure coherent and logical writing; accurately express feelings and views about interpersonal relationships. Difficult Points: How to combine specific examples to make the writing vivid and persuasive; how to appropriately use complex sentences to improve writing fluency and sophistication; how to reflect personal thinking and emotional depth in writing. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme (Lead-in) Activity 1: Warm-up Discussion. The teacher asks open-ended questions related to relationships to guide students to participate in the discussion actively: “What kind of relationships do you have in your daily life? (Such as friendship, family relationship, teacher-student relationship) What is the most unforgettable experience in these relationships? What troubles have you encountered in getting along with others?” Students are allowed to express freely in groups of 4, and each group selects 1 representative to share their views with the whole class. During the sharing process, the teacher records key words and sentences mentioned by students on the blackboard, such as “trust”, “understanding”, “misunderstanding”, “communication”, “forgiveness”, “support”, and guides students to focus on the theme of “relationships”. Activity 2: Theme Introduction. The teacher shows a short video (3-5 minutes) about interpersonal communication, which includes warm moments of friendship and family affection, as well as conflicts and solutions between people. After watching the video, the teacher asks: “What did you see in the video? How did the characters solve the conflicts in their relationships? What can we learn from it?” Through the video and questions, students are guided to realize the importance of effective communication and sincere interaction in relationships, and naturally lead to the theme of this Writing Workshop — writing about relationships, expressing personal views and putting forward practical suggestions. Design Intention: The warm-up discussion activates students’ prior knowledge and life experience, makes students feel that the theme of “relationships” is closely related to their daily life, reduces their psychological distance from writing, and stimulates their enthusiasm for participation. The short video enriches students’ perceptual experience, helps them understand the connotation and significance of relationships more intuitively, and lays a emotional and cognitive foundation for the subsequent writing teaching. At the same time, recording key words and sentences helps students accumulate language materials in advance, laying a foundation for the subsequent writing practice. Pre-writing: Analyze Writing Requirements and Master Writing Strategies Activity 1: Clarify Writing Tasks. The teacher presents the writing task of this lesson on the screen: “Write an article about a relationship in your life (friendship, family relationship, teacher-student relationship, etc.). You should introduce the background of the relationship, describe a typical experience, express your feelings and views on this relationship, and put forward 1-2 practical suggestions on maintaining good relationships.” Then, the teacher analyzes the writing requirements in detail: 1. Content: It should be true and specific, with clear layers, including background, experience, feelings and suggestions. 2. Structure: It should be clear, with a clear beginning, middle and end. The beginning can introduce the relationship briefly; the middle can describe the experience and feelings in detail; the end can put forward suggestions or summarize the significance of the relationship. 3. Language: It should be accurate and fluent, and properly use transition words and complex sentences to enhance the coherence and expressiveness of the article. 4. Emotion: It should be sincere and true, reflecting personal real feelings and thinking. Activity 2: Learn Writing Structure and Transition Words. The teacher takes a model article (related to friendship) as an example, guides students to analyze its structure paragraph by paragraph: Paragraph 1 (Beginning): Briefly introduce the friend and the origin of the friendship; Paragraph 2-3 (Middle): Describe a typical experience that deepened the friendship, including the process, details and personal feelings; Paragraph 4 (End): Put forward suggestions on maintaining friendship and summarize the significance of friendship. Then, the teacher sorts out common transition words and phrases used in writing about relationships, such as “at first”, “then”, “later”, “finally”, “because of”, “as a result”, “in my opinion”, “in addition”, “besides”, “therefore”, and explains their usage and functions with specific examples. For example, “because of” is used to explain the reason, “as a result” is used to express the result, “in my opinion” is used to put forward personal views, etc. Students take notes and practice using these transition words to make simple sentences. Activity 3: Collect Writing Materials. The teacher guides students to combine their own life experiences and carry out individual thinking: “Think about a relationship that impresses you most. What is the background of this relationship? What typical experiences have you had? What feelings did these experiences bring to you? What suggestions do you have for maintaining this relationship?” Students fill in the writing outline form (including four parts: relationship type, background, typical experience, feelings and suggestions) to sort out their own writing ideas and collect specific materials. During this process, the teacher walks around the classroom, answers students’ questions in time, and guides students who have no ideas to recall their life experiences, such as the help from friends when they are in trouble, the care from family members when they are ill, the guidance from teachers when they are confused, etc., to help them find suitable writing materials. Design Intention: Clarifying the writing task helps students grasp the core requirements of writing and avoid deviating from the topic. Analyzing the model article enables students to understand the structure of the article intuitively, master the writing ideas of “introduction-background-experience-feelings-suggestions”, and provide a framework for their own writing. Learning transition words helps students improve the coherence and logicality of their writing, avoid fragmented sentences. Collecting writing materials and filling in the outline form helps students sort out their ideas, convert vague life experiences into specific writing materials, and solve the problem of “having nothing to write” in writing. The teacher’s guidance and help can ensure that every student can find suitable writing materials and establish confidence in writing. While-writing: Carry out Writing Practice and Provide Timely Guidance Activity 1: Draft Writing. Students start to write the first draft according to the writing outline and the mastered writing strategies. The teacher puts forward the following requirements for the draft: 1. Write according to the structure of the model article, ensuring that the content is complete and the layers are clear. 2. Try to use the transition words and sentence patterns learned in the pre-writing link to make the article coherent. 3. Pay attention to the accuracy of words and sentences, avoid grammatical errors and spelling mistakes. 4. Express sincere feelings, combine specific details to describe the experience, such as the expression, language and action of the characters, to make the article vivid and persuasive. During the writing process, students can ask the teacher for help if they encounter difficulties (such as not knowing how to express a certain meaning, how to use a certain sentence pattern, etc.). Activity 2: Teacher’s Guidance. The teacher walks around the classroom to observe students’ writing status, and provides targeted guidance according to students’ different situations. For students who write quickly and have clear ideas, the teacher encourages them to use more complex sentences and rich vocabulary to improve the sophistication of the article; for students who are slow in writing and have unclear ideas, the teacher guides them to sort out their ideas again according to the outline, reminds them of the key points of the content, and helps them solve the problems encountered in expression; for students who have more grammatical errors, the teacher points out the common errors in time, explains the correct usage, and helps them correct the errors. At the same time, the teacher records the common problems in students’ writing (such as incorrect use of transition words, single sentence patterns, lack of details, etc.) for the subsequent comment link. Design Intention: The draft writing link is the core of the Writing Workshop, which enables students to apply the writing strategies and language materials learned to practice, and transform their ideas and experiences into written language. The teacher’s timely guidance can solve the difficulties encountered by students in the writing process, help students correct errors in time, and ensure that the writing practice can achieve practical results. Targeted guidance for students of different levels can meet the individual needs of students, help advanced students improve further, and help backward students keep up with the teaching progress, so as to achieve the goal of teaching students in accordance with their aptitude. Post-writing: Revise and Polish, Evaluate and Improve Activity 1: Peer Revision. Students exchange their first drafts in groups of 4, and revise each other according to the “Peer Revision Checklist” designed by the teacher. The checklist includes the following items: 1. Is the content complete? (Does it include background, experience, feelings and suggestions?) 2. Is the structure clear? (Is the beginning, middle and end distinct?) 3. Is the language fluent? (Are there grammatical errors, spelling mistakes or inappropriate word usage?) 4. Are transition words used properly? 5. Are the feelings sincere and the details specific? 6. Are the suggestions practical? Students read their partners’ drafts carefully, tick the corresponding items in the checklist, put forward specific revision suggestions (such as “You can add more details about the character’s expression to make the experience more vivid”, “The transition between paragraph 2 and paragraph 3 is not natural, you can use ‘besides’ to connect”, etc.), and then communicate with each other to explain their revision opinions. After the peer revision, students revise their own drafts according to the suggestions put forward by their partners. Activity 2: Teacher’s Comment and Demonstration Revision. The teacher selects 2-3 typical drafts (one excellent draft, one average draft and one draft with more problems) to comment on the whole class. For the excellent draft, the teacher affirms its advantages (such as clear structure, vivid details, fluent language, sincere feelings, proper use of transition words, etc.), and lets students learn from it; for the average draft, the teacher affirms its advantages first, then points out the existing problems (such as lack of details, single sentence patterns, improper use of transition words, etc.), and puts forward specific revision suggestions; for the draft with more problems, the teacher guides students to revise it together, helps students sort out their ideas, correct errors, and improve the article. At the same time, the teacher summarizes the common problems in students’ writing, focuses on explaining the solutions to these problems (such as how to add details, how to use transition words correctly, how to use complex sentences to enrich the article, etc.), and demonstrates revision with specific examples. For example, for the sentence “My friend helped me”, the teacher guides students to revise it into “When I failed the exam and felt very sad, my friend sat beside me, patted my shoulder gently, and encouraged me to cheer up. He also helped me analyze the reasons for my failure and made a study plan with me”, so as to make the content more specific and vivid. Activity 3: Self-revision and Final Draft. After the teacher’s comment and peer revision, students carry out self-revision again, integrate the revision suggestions put forward by the teacher and partners, revise and polish their own drafts, and improve the quality of the article. During the self-revision process, students should pay attention to checking the content, structure, language, emotion and other aspects of the article, ensure that the article meets the writing requirements, and then write the final draft neatly. After finishing the final draft, students can exchange their final drafts with their partners again to appreciate each other’s works and learn from each other’s strengths. Design Intention: Peer revision enables students to learn from each other, find their own problems in the process of revising others’ drafts, and improve their ability of appreciation and revision. The “Peer Revision Checklist” provides a clear standard for students’ revision, making the revision more targeted and effective. The teacher’s comment and demonstration revision focuses on solving the common problems in students’ writing, helps students master the revision methods and skills, and improves their writing level. Self-revision and final draft writing enable students to further optimize their works, consolidate the writing knowledge and skills learned, and form a good writing habit of “writing-revising-polishing”. Exchanging final drafts helps students expand their horizons, learn from each other’s strengths, and enhance their interest and confidence in writing. Summary and Extension: Consolidate Knowledge and Expand Application Activity 1: Class Summary. The teacher summarizes the content of this lesson with the students: “In this Writing Workshop, we focused on the theme of ‘relationships’, learned the structure and writing strategies of writing about relationships, mastered common transition words and sentence patterns, and completed the writing task through pre-writing, while-writing and post-writing links. We also learned how to revise and polish the article through peer revision and teacher’s comment. I hope you can apply the writing knowledge and skills learned today to your daily life, record your feelings and experiences about relationships, and use writing to express your views on interpersonal communication.” Activity 2: Extended Task. The teacher assigns an extended task: “After class, please revise your final draft again, and then write a short article (100-120 words) about ‘How to Maintain Good Interpersonal Relationships’, using the writing strategies and language materials learned in this lesson. You can put forward practical suggestions according to your own experience and understanding, and hand it in in the next class. At the same time, you can communicate with your family members or friends about your views on relationships, and record their opinions to enrich your writing materials.” Design Intention: The class summary helps students sort out the knowledge and skills learned in this lesson, consolidate the learning results, and form a systematic understanding of the writing process of “relationships”. The extended task further consolidates the writing strategies and language materials learned, expands the application of knowledge, and enables students to connect classroom learning with daily life, improve their ability of using language comprehensively. Communicating with family members or friends about relationships not only enriches students’ writing materials, but also helps students better understand the connotation of relationships and improve their interpersonal communication ability, which is in line with the requirements of core literacy. 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 $