Unit 10 Connections-Writing Workshop 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 10 Connections-Writing Workshop 教学目标和重难点 教学目标 It focuses on language ability, cultivating students’ ability to write coherent texts about connections. It develops thinking quality, cultural awareness of cross-cultural communication, and learning strategies of autonomous and cooperative writing to promote all-round development. 教学重难点 Key points: Master the structure and language features of activity-related news reports and use target words and sentences flexibly. Difficult points: Ensure logical coherence and accurate expression in writing and reflect connections in content. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest At the beginning of the class, the teacher will create a situational atmosphere closely related to the unit theme “Connections” to arouse students’ interest and activate their prior knowledge. First, the teacher will play a short English video about a school study trip activity, which is closely related to the news report writing in this lesson. After playing the video, the teacher will ask students two simple and guiding questions in English: “What activity is introduced in the video?” and “What information about the activity have you got from the video?” Students will be invited to answer the questions freely. During the answering process, the teacher will positively affirm their answers and guide them to sort out the key information of the activity, such as the purpose of the activity, the content of the activity and the significance of the activity. Then, the teacher will naturally lead to the topic of this lesson: “Today, we will learn how to write a news report to introduce such an activity, so that more people can understand the connections between people, people and activities through your writing.” In this link, the teacher will also present some pictures related to the study trip activity, and guide students to use the words and phrases related to “connections” and activities that they have learned in this unit, such as “be connected with”, “with the purpose of”, “participate in” and so on, to describe the pictures. This not only helps students review the learned knowledge, but also lays a foundation for the subsequent writing practice. At the same time, through situational guidance, students’ enthusiasm for participation is mobilized, and their awareness of connecting the learned knowledge with practical writing is cultivated, which conforms to the requirements of learning strategy literacy. Text Analysis: Master the Structure and Language Features of News Reports After the lead-in, the teacher will guide students to conduct in-depth analysis of the sample news report in the textbook, so that students can master the structure and language features of activity-related news reports, which is the key part of this lesson. First, the teacher will ask students to read the sample text silently and think about two questions: “What parts does the news report consist of?” and “What are the characteristics of each part?” After students finish reading, the teacher will organize a class discussion. With the guidance of the teacher, students will summarize that a complete news report usually includes four parts: Headline, Lead, Body and Ending. Then, the teacher will analyze each part in detail with the students. For the Headline, the teacher will emphasize that it should be concise and clear, able to accurately summarize the core content of the news, and usually use short sentences without articles. For example, the headline of the sample text “A Meaningful Study Trip” directly points out the theme of the news. For the Lead, the teacher will explain that it is the opening part of the news report, which usually includes the four elements of the news: time, place, people and event (5W1H simplified to the core four elements). It should briefly introduce the main content of the event, so that readers can understand the key information at a glance. The teacher will take the lead part of the sample text as an example, let students find the four elements in it, and analyze how the lead part concisely conveys the core information. For the Body, the teacher will point out that it is the main part of the news report, which needs to elaborate on the event in detail, including the process of the event, the specific content, the feelings of the participants and other information. When elaborating, it is necessary to have a clear logic, and use appropriate transition words to connect the content, such as “firstly”, “then”, “besides”, “finally” and so on. At the same time, the teacher will guide students to pay attention to the use of sentences in the body part, such as the use of “With the purpose of...”, “Not only...but also...” and other sentence patterns, which can make the expression more vivid and logical. For the Ending, the teacher will explain that it usually summarizes the significance of the event, puts forward prospects or expresses feelings, which can enhance the depth and influence of the news report. The teacher will let students read the ending part of the sample text and analyze what kind of effect it achieves. In terms of language features, the teacher will guide students to summarize through comparative analysis. The language of news reports should be accurate, concise and objective, avoiding too many emotional descriptions; at the same time, it should be formal but not rigid, and appropriate vivid expressions can be used to enhance readability. The teacher will let students find out the words and sentences in the sample text that reflect these characteristics, and ask them to analyze why these expressions are used, so as to deepen their understanding. In this link, the teacher will also combine the four-dimensional core literacy, guide students to think about the cultural connotation contained in the news report, such as the significance of the study trip for students to understand their hometown and inherit traditional culture, so as to cultivate students’ cultural awareness. At the same time, through analyzing the structure and language features of the sample text, students’ analytical thinking ability is trained, which helps to improve their thinking quality. Language Input: Consolidate Key Vocabulary and Sentence Patterns On the basis of text analysis, the teacher will focus on sorting out the key vocabulary, phrases and sentence patterns needed for writing activity-related news reports, and carry out targeted consolidation exercises to help students master the language tools needed for writing, which is the basis for breaking through the difficulties of this lesson. First, the teacher will list the key vocabulary and phrases related to the theme, such as “study trip”, “explore”, “experience”, “cultivate”, “strengthen connections”, “broaden horizons”, “gain experience” and so on. For each word and phrase, the teacher will give a clear definition and example sentence, and let students read and imitate, so as to ensure that students can understand and use them correctly. Then, the teacher will sort out the key sentence patterns commonly used in news reports, such as: 1. With the purpose of..., we organized an activity... 2. The activity was held in... on... and was participated in by... 3. During the activity, we not only..., but also... 4. This activity is of great significance for... 5. Through this activity, we have a better understanding of... For each sentence pattern, the teacher will explain its structure and usage in detail, and let students make sentences according to the prompts. For example, the teacher will give the prompt “with the purpose of strengthening the connections between classmates, our class organized a group activity”, and let students complete the sentence according to the sentence pattern. In order to enhance the effectiveness of consolidation, the teacher will design interactive exercises, such as “sentence matching” and “fill in the blanks”. In the “sentence matching” exercise, the teacher will divide the students into groups, give each group some scattered sentence fragments, and let them match them into complete and correct sentences according to the key sentence patterns. In the “fill in the blanks” exercise, the teacher will design a short news report fragment with blanks, and let students fill in the blanks with the key vocabulary and sentence patterns they have just learned. After the exercise, the teacher will check the answers in class, correct the mistakes made by students, and explain the reasons for the mistakes, so as to help students deepen their memory and avoid making the same mistakes in subsequent writing. In this link, the teacher will pay attention to the individual differences of students. For students with weak foundation, the teacher will give more guidance and help, let them practice simple sentences first, and gradually improve their ability; for students with strong foundation, the teacher will encourage them to use more complex sentence patterns and rich vocabulary to express, so as to meet the learning needs of different students and cultivate their autonomous learning ability. Guided Practice: From Outline to Draft, Break Through Writing Difficulties After consolidating the key vocabulary and sentence patterns, the teacher will carry out guided writing practice, which is the key link to help students apply the learned knowledge to practice and break through the writing difficulties. First, the teacher will give a specific writing task: “Suppose your class has just held a volunteer activity to help the elderly in the community, please write a news report about this activity, introducing the process and significance of the activity, and reflecting the connections between classmates and the elderly.” Before students start writing, the teacher will guide them to make an outline. The teacher will remind students to combine the structure of the news report they have learned, and list the key content of each part: Headline (concise and clear, pointing out the theme of the volunteer activity), Lead (including the four elements of time, place, people and event), Body (detailing the process of the activity, such as greeting the elderly, helping them clean their rooms, chatting with them, performing programs for them, etc.), Ending (summarizing the significance of the activity, such as enhancing the sense of social responsibility, strengthening the connections between people, etc.). The teacher will also give an example outline to help students clarify their ideas. Then, students will start to write the first draft under the guidance of the teacher. During the writing process, the teacher will walk around the classroom, observe the writing situation of each student, and provide targeted guidance. For students who have difficulty in starting to write, the teacher will remind them to use the key sentence patterns they have learned, such as starting with “With the purpose of helping the elderly in the community and strengthening the connections between people, our class held a volunteer activity on...”; for students who have problems in logical coherence, the teacher will guide them to use appropriate transition words to connect the content; for students who have mistakes in vocabulary and grammar, the teacher will point them out in time and help them correct them. In this link, the teacher will also organize students to carry out peer guidance. Students will be divided into groups of 4-5 people, and each group will discuss the outlines and drafts of the members. They will put forward suggestions for revision from the aspects of structure, language, logic and content, such as “Your headline is not concise enough, you can change it to...”, “You can add transition words here to make the logic clearer”, “There is a grammar mistake in this sentence, it should be...”. Through peer guidance, students can not only find their own problems, but also learn from each other’s strengths, improve their writing ability and cooperative learning ability, which conforms to the requirements of learning strategy literacy. Revision and Evaluation: Improve Writing Quality and Enhance Confidence After students finish writing the first draft, the teacher will organize the revision and evaluation work, which is an important link to improve the writing quality of students and help them sum up experience. First, the teacher will select several typical drafts (including excellent drafts and drafts with common problems) and present them to the whole class through projection. For the excellent drafts, the teacher will let the students who wrote them introduce their writing ideas and methods, and guide other students to learn from their strengths, such as the accurate use of vocabulary and sentence patterns, the clear logic of the structure, and the rich content. For the drafts with common problems, the teacher will guide the whole class to discuss and analyze the problems together, such as unclear structure, incorrect use of vocabulary and sentence patterns, and illogical content, and put forward revision suggestions. Then, students will revise their own drafts according to the teacher’s evaluation and peer suggestions. During the revision process, the teacher will continue to provide guidance, help students solve the problems encountered in the revision, and remind them to pay attention to the key points and difficulties of this lesson, such as ensuring the accuracy of language, the coherence of logic, and the completeness of the structure. After the revision, students will submit their revised drafts to the teacher. The teacher will conduct a detailed evaluation of each student’s draft, focusing on the four aspects of structure, language, logic and content. The evaluation will adopt a combination of praise and guidance: for the advantages of the draft, the teacher will give full affirmation, such as “Your news report has a complete structure, and the lead part clearly points out the four elements of the news”, “You have flexibly used the key sentence patterns learned in this lesson, and the expression is very accurate”; for the problems existing in the draft, the teacher will put forward specific revision suggestions, such as “You need to add more details in the body part to make the content more abundant”, “There are some grammar mistakes in the ending part, please correct them according to the prompts”. At the same time, the teacher will evaluate the performance of students in the whole teaching process, such as their participation in class discussions, their performance in group cooperation, and their attitude towards writing practice, so as to give comprehensive feedback to students. In this link, the teacher will pay attention to protecting students’ writing enthusiasm and self-confidence, and avoid too harsh criticism. For students who have made progress, the teacher will give timely praise and encouragement, so that they can feel the sense of achievement brought by learning, and further stimulate their interest in English writing. At the same time, through revision and evaluation, students can sum up their writing experience, find their own shortcomings, and continuously improve their writing ability, which helps to cultivate their thinking quality and autonomous learning ability. Summary and Extension: Consolidate Knowledge and Expand Application At the end of the class, the teacher will lead the students to summarize the content of this lesson. The teacher will ask students to review the structure and language features of news reports, the key vocabulary and sentence patterns, and the writing steps. Through the summary, students can sort out the knowledge they have learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the teaching content. Then, the teacher will design after-class extension tasks to help students consolidate the knowledge they have learned and expand their writing application ability. The extension tasks include two parts: 1. Revise the draft again according to the teacher’s evaluation, and polish the language and logic to make the news report more perfect; 2. Collect a news report about activities from English newspapers or websites, read and analyze its structure and language features, and write a short analysis report (about 100 words). These tasks not only help students consolidate the writing skills learned in this lesson, but also cultivate their ability to collect and process information, and expand their English learning channels. In addition, the teacher will encourage students to apply the writing skills learned in this lesson to their daily life, such as writing news reports about the activities held in the school, the class or the community, and share their works with their classmates. This not only helps to improve students’ practical writing ability, but also enables them to deeply understand the theme of “Connections” in this unit, realize the importance of connections between people, and cultivate their sense of social responsibility and cultural awareness. Throughout the teaching process, the four-dimensional core literacy is closely integrated into each link: through text analysis and language practice, students’ language ability is improved; through guiding students to think and analyze, their thinking quality is cultivated; through exploring the cultural connotation in the news report, their cultural awareness is enhanced; through group cooperation and autonomous revision, their learning strategies are optimized. At the same time, the teaching process focuses on solving the key and difficult points of this lesson, guides students to master the writing skills of activity-related news reports step by step, and achieves the teaching goals of the Writing Workshop. 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 $