Unit 9 Human Biology-Writing Workshop 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 9 Human Biology-Writing Workshop 教学目标和重难点 教学目标 Language Competence: Master core vocabulary and sentence patterns related to human biology, and improve the ability to write logical and coherent expository texts about human body systems, health and related biological knowledge. Cultural Awareness: Understand the differences in biological research and health concepts among different countries, cultivate respect for diverse scientific cultures and a scientific attitude towards life. Thinking Quality: Develop logical thinking through sorting out biological knowledge and organizing writing ideas, and form critical thinking by discussing controversial biological issues. Learning Ability: Master the methods of writing expository texts in the field of biology, and improve autonomous learning and cooperative inquiry ability in the process of completing writing tasks. 教学重难点 Key Points: Master the structure of expository texts (introduction, main body and conclusion) in the field of human biology, and be able to use accurate biological vocabulary and appropriate linking words to express ideas clearly. Difficult Points: How to logically organize the main body content, connect biological knowledge with practical life, and avoid mechanical accumulation of professional terms; how to maintain the objectivity and rigor of scientific writing while ensuring language fluency. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Writing Interest The lead-in link is designed to connect students' existing knowledge and life experience with the theme of the unit, eliminate their sense of distance from biological professional knowledge, and lay a foundation for the subsequent writing teaching. First, the teacher shows pictures and short videos about human body systems (such as respiratory system, circulatory system, digestive system) and common health issues (such as balanced diet, proper exercise) through multimedia. The pictures are vivid and intuitive, showing the structure of human organs and the process of system operation, and the short videos are concise and clear, introducing the relationship between human biology and daily life. After watching, the teacher asks guiding questions in English to stimulate students' thinking and oral expression: "Which human body system do you think is the most important? Why?" "What habits in our daily life are good for protecting our body systems?" "Have you ever learned any knowledge about human biology before? Please share it briefly." In the process of students' answering, the teacher pays attention to guiding them to use English to express, and records the key vocabulary and sentences mentioned by students on the blackboard, such as "respiratory system", "circulatory system", "digestive system", "keep a balanced diet", "take regular exercise", "protect organs" and so on. For students who have difficulty expressing, the teacher gives appropriate prompts and guidance, such as providing relevant vocabulary or sentence patterns, to help them build confidence in expression. At the same time, the teacher summarizes students' answers, leads out the theme of this Writing Workshop: writing an expository text about human biology, and clarifies the writing task of this class - writing a short expository text about a human body system or a health-related biological topic, so that students have a clear understanding of the learning goal. This lead-in link not only activates students' prior knowledge of human biology, but also exercises their oral expression ability, and at the same time arouses their interest in writing. It makes students realize that writing about human biology is not abstract, but closely related to their own life, laying a good emotional and knowledge foundation for the subsequent teaching. Input: Analyze Model Texts and Master Writing Rules Input is the premise of output. In this link, the teacher guides students to analyze the model texts related to human biology, so that students can summarize the structure characteristics, language rules and writing skills of expository texts in this field, providing a template and reference for their own writing. First, the teacher distributes two model texts to students. The first model text is about the human respiratory system, which introduces the structure, function and the way to protect the respiratory system; the second model text is about the importance of balanced diet to human health, which explains the relationship between diet and body functions and puts forward relevant suggestions. The teacher guides students to read the model texts independently first, and asks them to think about two questions: "What is the main idea of each model text?" "What is the structure of each model text?" After independent reading, students are divided into groups of 4-5 to discuss these two questions. During the group discussion, the teacher walks around the classroom, listens to the discussions of each group, and gives timely guidance to groups with difficulties. For example, for groups that cannot accurately grasp the main idea, the teacher prompts them to pay attention to the topic sentence of each paragraph; for groups that cannot sort out the text structure, the teacher guides them to divide the text into introduction, main body and conclusion according to the logical relationship of the content. After the group discussion, the teacher invites representatives of each group to share their discussion results, and summarizes and sorts out them. It is concluded that the two model texts are typical expository texts, and their structure is clear: the introduction part puts forward the theme, briefly introduces the topic to be discussed; the main body part elaborates on the theme in detail, including specific concepts, characteristics, functions, etc., and uses appropriate examples and data to support the view; the conclusion part summarizes the main content and puts forward suggestions or prospects. At the same time, the teacher guides students to analyze the language characteristics of the model texts: the language is accurate and rigorous, and a large number of professional biological terms are used, such as "alveoli", "capillaries", "nutrients", "metabolism"; the logical connection is close, and linking words such as "firstly", "secondly", "besides", "therefore", "in conclusion" are used to connect paragraphs and sentences, making the text coherent; the expression is objective and neutral, focusing on explaining facts and avoiding subjective emotional comments. On the basis of analyzing the structure and language of the model texts, the teacher focuses on explaining the key writing skills of expository texts in the field of human biology: first, the choice of topics should be specific and close to life, avoiding overly abstract and difficult content; second, the structure should be logical, and the main body part can be elaborated from different angles (such as structure, function, protection methods) according to the characteristics of the topic; third, the language should be accurate, and professional terms should be used correctly, and the meaning should be expressed clearly and concisely; fourth, appropriate examples and data can be used to enhance the persuasiveness and authenticity of the text. In the process of explanation, the teacher combines the sentences in the model texts to give specific examples, so that students can better understand and master these skills. For example, when explaining the use of linking words, the teacher extracts sentences from the model texts, such as "Firstly, the respiratory system is composed of the nose, throat, trachea and lungs. Secondly, it is responsible for exchanging oxygen and carbon dioxide between the human body and the external environment. Besides, it also helps to expel harmful substances from the body.", and explains how linking words connect different contents and make the text logical. In addition, the teacher sorts out the core vocabulary and sentence patterns related to human biology in the model texts, and organizes students to read and memorize them. The core vocabulary includes nouns such as "biology", "organ", "system", "function", "health", verbs such as "protect", "maintain", "promote", "prevent", adjectives such as "healthy", "balanced", "essential", "professional"; the core sentence patterns include "The ... system is composed of ..., which is responsible for ...", "It is important to ... because ...", "There are many ways to ..., such as ...", "In order to protect ..., we should ...". The teacher asks students to read these words and sentence patterns aloud, and invites some students to make sentences with them, so as to ensure that students can master and use them flexibly in writing. Guided Practice: Sort Out Ideas and Complete the Outline After mastering the structure and skills of expository texts through model text analysis, students enter the guided practice link. The purpose of this link is to help students sort out their writing ideas, determine the topic and structure of their own articles, and complete the writing outline, laying a foundation for the formal writing. First, the teacher provides a variety of writing topics for students to choose from, including: "The Structure and Function of the Human Circulatory System", "How to Protect Our Digestive System", "The Impact of Exercise on Human Health", "The Importance of Sleep to Human Biology", etc. Students can also choose their own interested topics related to human biology, but they need to report to the teacher for approval to ensure that the topic is appropriate and specific. After students determine their own writing topics, the teacher guides them to sort out their writing ideas. The teacher gives a writing outline template, which includes three parts: introduction, main body and conclusion. The introduction part requires students to briefly introduce the topic, put forward the theme of the article, and arouse the reader's interest; the main body part requires students to elaborate on the theme from 2-3 angles, such as structure, function, protection methods, etc., and list specific examples or reasons to support their views; the conclusion part requires students to summarize the main content, put forward suggestions or prospects. The teacher explains the requirements of each part in detail, and gives examples to illustrate. For example, if a student chooses the topic "How to Protect Our Digestive System", the teacher guides him to sort out the ideas: introduction (the importance of the digestive system to human health), main body (three ways to protect the digestive system: keep a balanced diet, chew food carefully, avoid overeating), conclusion (summarize the importance of protecting the digestive system and call on everyone to develop good habits). Students sort out their own writing ideas according to the outline template, and complete the writing outline. During this process, students can consult the teacher or discuss with group members if they have any difficulties. For example, if a student is not sure how to elaborate on the main body part, the teacher guides him to think from the perspective of "what it is, why it is important, how to do it"; if a student has difficulty using professional terms, the teacher provides relevant vocabulary support. After students complete the outline, the teacher checks the outline of each student one by one, points out the existing problems and puts forward modification suggestions. For example, for students whose outline is too vague, the teacher asks them to supplement specific content; for students whose logical relationship is not clear, the teacher guides them to adjust the order of the main body part and add appropriate linking words. In addition, the teacher organizes a small-scale exchange activity. Each student shares his own writing outline with his group members, and the group members put forward modification suggestions according to the structure, logic and content of the outline. Through this exchange activity, students can learn from each other's strengths, find their own deficiencies, and further improve their writing outline. At the same time, it also exercises students' cooperative learning ability and critical thinking ability. Independent Writing: Apply Skills and Complete the Draft On the basis of completing the writing outline, students enter the independent writing link. This link is the key to testing students' mastery of writing skills and applying what they have learned. The teacher puts forward clear writing requirements: first, the content should be closely related to the topic, the logic should be clear, and the structure should be complete; second, the language should be accurate and fluent, and professional biological terms should be used correctly; third, appropriate linking words should be used to ensure the coherence of the text; fourth, the length of the article should be appropriate, generally 150-200 words; fifth, pay attention to the standardization of writing, avoid spelling, grammar and punctuation errors. During the independent writing process, the teacher walks around the classroom, pays attention to the writing situation of each student, and provides timely help and guidance. For students who have difficulty starting to write, the teacher guides them to start with the topic sentence of the introduction part, and uses the core sentence patterns they have mastered to express; for students who have problems in the logical connection of the text, the teacher reminds them to use appropriate linking words; for students who use professional terms incorrectly, the teacher corrects them in time and explains the correct usage; for students who have spelling or grammar errors, the teacher marks them and guides them to correct them. At the same time, the teacher encourages students to use the vocabulary and sentence patterns they have learned, and to combine their own life experience to add specific examples, making the article more vivid and persuasive. For students who finish writing early, the teacher asks them to check their own articles according to the writing requirements, focusing on checking whether the content is consistent with the outline, whether the logic is clear, whether there are spelling, grammar and punctuation errors, and whether the professional terms are used correctly. At the same time, the teacher encourages them to modify and improve their articles, such as adding more detailed examples, adjusting the expression of sentences, and making the language more accurate and fluent. In this link, the teacher fully respects the individual differences of students, and adopts hierarchical guidance. For students with weak writing ability, the teacher gives more specific guidance and help, such as providing more vocabulary and sentence patterns, and helping them sort out the writing ideas again; for students with strong writing ability, the teacher encourages them to try to use more complex sentence structures and rich vocabulary, and to put forward their own unique views, so as to improve their writing level. Evaluation and Revision: Improve the Article and Deepen Understanding Evaluation and revision are important links to improve students' writing ability. This link adopts the combination of self-evaluation, peer evaluation and teacher evaluation, so that students can fully understand their own advantages and deficiencies, and further improve their articles. First, self-evaluation. Students read their own articles again, and evaluate their own writing according to the evaluation criteria formulated by the teacher. The evaluation criteria include: whether the topic is clear, whether the structure is complete, whether the logic is clear, whether the language is accurate and fluent, whether the professional terms are used correctly, whether there are spelling and grammar errors, etc. Students mark their own deficiencies and put forward preliminary modification suggestions. Second, peer evaluation. Students exchange their articles with their group members, and evaluate each other's articles according to the evaluation criteria. When evaluating, students need to point out the advantages and deficiencies of each other's articles, and put forward specific modification suggestions. For example, if a student's article has unclear logic, the peer can suggest adjusting the order of paragraphs and adding linking words; if a student's article lacks examples, the peer can suggest adding specific life examples to enhance the persuasiveness of the article. During the peer evaluation process, the teacher guides students to evaluate objectively and fairly, focuses on learning from each other's strengths, and avoids negative comments. At the same time, the teacher walks around the classroom, listens to the peer evaluation of each group, and gives timely guidance to ensure that the peer evaluation is effective. Third, teacher evaluation. On the basis of self-evaluation and peer evaluation, the teacher selects several representative articles (including excellent articles and articles with common problems) to comment on in class. For excellent articles, the teacher reads them aloud, analyzes their advantages, such as clear structure, accurate language, rich content, and encourages other students to learn from them; for articles with common problems, the teacher points out the existing problems, such as unclear logic, incorrect use of professional terms, spelling and grammar errors, and guides students to discuss how to modify them. At the same time, the teacher comments on the articles of each student one by one, writes targeted evaluation comments, points out the advantages of the articles, puts forward specific modification suggestions, and encourages students to modify and improve their articles. After the evaluation, students revise their own articles according to the suggestions of self-evaluation, peer evaluation and teacher evaluation. The teacher requires students to carefully revise each part of the article, including content, structure, language, etc., to ensure that the revised article meets the writing requirements. During the revision process, students can consult the teacher or group members if they have any difficulties. The teacher provides timely help and guidance to ensure that each student can improve their articles through revision. Summary and Extension: Consolidate Skills and Expand Vision At the end of the class, the teacher summarizes the content of this Writing Workshop. The teacher reviews the structure characteristics, language rules and writing skills of expository texts in the field of human biology, emphasizes the key and difficult points of this class, and summarizes the performance of students in the class, affirming their efforts and progress, and pointing out the areas that need to be improved. At the same time, the teacher reminds students that writing is a process of continuous practice and improvement, and encourages them to apply the writing skills they have learned in daily life, pay attention to collecting relevant materials about human biology, and constantly improve their writing ability. In order to expand students' vision and deepen their understanding of human biology, the teacher arranges after-class extension tasks: first, read more English articles about human biology, collect core vocabulary and sentence patterns, and take notes; second, revise the article written in class again, and submit the final version to the teacher; third, choose a topic related to human biology that you are interested in, conduct simple research, and write a short English report (about 200 words) to be shared in the next class. These extension tasks not only help students consolidate the writing skills they have learned, but also cultivate their autonomous learning ability and research ability, and further stimulate their interest in human biology and English writing. In the whole teaching process, the teacher always adheres to the student-centered concept, focuses on cultivating students' four-dimensional core literacy, combines autonomous inquiry, cooperative learning and teacher guidance, and gradually guides students to master the writing skills of expository texts in the field of human biology. Through the links of lead-in, input, guided practice, independent writing, evaluation and revision, summary and extension, students' writing ability is continuously improved, and their scientific literacy and English comprehensive application ability are also developed. 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 $