Unit 2 Places-D Writing 教案-2025-2026学年高中英语沪教版必修第一册

Unit 2 Places-D Writing 教学目标和重难点 教学目标 It focuses on cultivating students’ language ability to describe places in English, develops their thinking quality through logical organization, strengthens cultural awareness by understanding diverse place cultures, and fosters learning ability via autonomous and cooperative writing practice. 教学重难点 Key points: Master place-description vocabulary, phrases and complex sentences; grasp the logical structure of descriptive writing. Difficult points: Use language vividly and accurately; integrate cultural elements naturally into writing. 教学过程 Step 1: Lead-in and Warm-up The teacher starts the class by showing a series of pictures and short videos about different places, including famous scenic spots at home and abroad (such as the Great Wall, the Eiffel Tower, a quiet countryside and a busy city center), and plays a short English audio clip describing a beautiful coastal city. After that, the teacher asks students some interactive questions: “Which place in the pictures or audio do you like best? Why? Can you use one or two English words to describe it?” Then, invite 3-4 students to share their answers in front of the class, and give simple comments and guidance, such as correcting incorrect word usage and supplementing more appropriate descriptive words. Finally, the teacher leads to the topic of this lesson: “Today we will learn to write a descriptive passage about a place, which can help us better express our feelings and experiences of different places in English.” Design Intention: The combination of pictures, videos and audio can stimulate students’ visual and auditory senses, quickly attract their attention and arouse their interest in the topic of “places”. The interactive questions can activate students’ prior knowledge, let them recall the English words and simple sentences related to place description they have learned before, lay a foundation for the subsequent writing teaching, and create a relaxed and active classroom atmosphere, reducing students’ anxiety about English writing. Step 2: Presentation and Input This step is divided into three parts: vocabulary and phrase presentation, sentence pattern presentation and sample analysis, aiming to provide sufficient language input for students’ writing. First, the teacher presents the core vocabulary and phrases related to place description on the blackboard or courseware, including adjectives (historic, picturesque, bustling, quiet, scenic, modern), prepositional phrases (be located in, be situated on, be surrounded by), verb phrases (be renowned for, be famous for, boast about, attract thousands of visitors), and transition words (besides, moreover, in addition, however, on the one hand...on the other hand). For each word and phrase, the teacher gives a clear definition and a typical example sentence closely related to the unit theme, such as “The ancient town is located in the south of the country and is renowned for its traditional architecture.” Then, organize students to carry out a quick oral practice: ask students to choose 2-3 words or phrases and make simple sentences about a place they are familiar with, and check the practice results in pairs to ensure that students can initially master the usage of these words and phrases. Next, the teacher focuses on presenting complex sentence patterns commonly used in place description, mainly including attributive clauses (The city where I grew up is full of warm memories.), present participles as postpositive attributes (The building standing by the river is a famous museum.), and comparative sentences (The countryside is quieter than the city, but the city is more convenient than the countryside.). The teacher explains the structure and usage of each sentence pattern in detail, and combines specific examples to help students understand how to use these sentence patterns to make the description more vivid and logical. At the same time, the teacher reminds students to pay attention to the correctness of grammar when using complex sentences, such as the agreement of subject and predicate, the correct use of relative pronouns and adverbs. Finally, the teacher presents a model essay about place description (closely related to the unit theme, such as “My Hometown”) on the courseware. Ask students to read the model essay silently first, and then guide them to analyze the essay from three aspects: structure, language and content. In terms of structure, help students summarize the “total-subtotal” structure of the model essay: the first paragraph introduces the general situation of the place (location, general impression), the middle paragraphs describe the details of the place (scenery, culture, people’s life), and the last paragraph expresses feelings or evaluations of the place. In terms of language, let students find the vocabulary, phrases and complex sentence patterns learned just now in the model essay, and analyze how these language elements make the description more accurate and vivid. In terms of content, guide students to find the key information of the place description, such as geographical location, natural scenery, cultural characteristics and people’s life, so that students can have a clear understanding of what content should be included in a place description passage. Design Intention: Language input is the foundation of language output. By presenting core vocabulary, phrases and sentence patterns, students can master the basic language tools needed for writing. The analysis of the model essay can help students understand the structure and writing skills of place description, provide a clear example for their subsequent writing, and avoid the situation that students do not know how to start writing. The oral practice in the process can timely consolidate the learned knowledge and improve students’ language application ability. Step 3: Guided Practice and Consolidation This step is designed to let students apply the learned knowledge to practice, gradually master the writing skills of place description, and lay a solid foundation for independent writing. It is divided into two levels of practice: sentence-level practice and paragraph-level practice. In the sentence-level practice, the teacher designs three types of exercises. The first type is sentence completion: give incomplete sentences related to place description, and ask students to fill in the blanks with the learned vocabulary, phrases or sentence patterns. For example, “The mountain ____________ (坐落于) the west of our city is very beautiful.” “This small town ____________ (因……著称) its delicious food and friendly people.” The second type is sentence transformation: ask students to transform simple sentences into complex sentences using the learned sentence patterns. For example, transform “The city has a long history. I was born in this city.” into “The city where I was born has a long history.” The third type is sentence creation: ask students to create sentences according to given prompts, such as “Describe a park you often go to with at least two complex sentences.” After students finish the exercises, the teacher collects some typical answers, comments on them in class, affirms the correct usage, points out the existing problems (such as grammar errors, improper word collocation), and guides students to correct them. At the same time, select excellent answers for demonstration, so that students can learn from each other. In the paragraph-level practice, the teacher divides students into groups of 4-5, and assigns a specific task: each group chooses a place they are familiar with (such as their school, hometown, a scenic spot they have visited), and writes a short paragraph (about 80-100 words) to describe the place. The teacher puts forward clear requirements: the paragraph should include at least 3 core vocabulary and phrases learned in this lesson, 2 complex sentence patterns, and have a clear logical structure. During the group practice, the teacher walks around the classroom, observes the practice situation of each group, and provides timely guidance for students who have difficulties. For example, some students may not know how to organize the content, and the teacher can guide them to list key points first; some students may have difficulty in using complex sentences, and the teacher can give appropriate prompts. After the groups finish writing, each group selects a representative to read their paragraph in front of the class, and the other groups make comments and suggestions (such as whether the language is accurate, whether the logic is clear, whether the required language elements are used), and then the teacher makes a summary comment, emphasizing the key points and common problems in paragraph writing. Design Intention: The hierarchical practice from sentence to paragraph conforms to the law of students’ language learning, which can help students gradually improve their writing ability. Sentence-level practice focuses on consolidating the learned vocabulary, phrases and sentence patterns, ensuring the accuracy of language use. Paragraph-level practice focuses on training students’ ability to organize content and use language comprehensively, and group cooperation can stimulate students’ thinking, let them learn from each other, and improve their cooperative learning ability. The teacher’s guidance and comments can help students find their own problems in time and correct them, so as to improve the effect of practice. Step 4: Independent Writing and Improvement On the basis of guided practice, this step guides students to carry out independent writing, which is the key link to test the teaching effect and improve students’ writing ability. First, the teacher clarifies the writing task: “Write a passage about a place that is important to you (such as your hometown, school, or a place you like). The passage should be about 150-200 words, with a clear structure, accurate language, and natural integration of the vocabulary, phrases and sentence patterns learned in this lesson. It should also include the key information of the place, such as location, scenery, culture or your feelings about it.” Before students start writing, the teacher gives some writing tips: 1. First, list the outline of the passage, including the beginning (general introduction of the place), the body (specific description of the place) and the ending (feelings or evaluations); 2. Try to use the learned vocabulary, phrases and complex sentence patterns to make the description more vivid and logical; 3. Pay attention to the correct use of grammar and punctuation, and avoid spelling mistakes; 4. Combine your own real feelings to make the passage more sincere. Then, students start independent writing, and the teacher walks around the classroom to provide individual guidance for students. For students with weak writing ability, the teacher can help them sort out the writing ideas and remind them of the use of key language elements; for students with strong writing ability, the teacher can encourage them to use more diverse sentence patterns and enrich the content of the passage. After students finish writing, the teacher organizes students to carry out mutual evaluation. Each student exchanges their writing with their deskmate, and evaluates according to the evaluation criteria formulated in advance (including structure, language, content, grammar and punctuation). The evaluation criteria are as follows: 1. Is the structure clear (total-subtotal structure)? 2. Are the vocabulary and phrases used accurately and appropriately? 3. Are the complex sentence patterns used correctly? 4. Is the content complete (including key information of the place)? 5. Are there any grammar or spelling mistakes? Students put forward specific modification suggestions while evaluating, and then the writer revises their own passage according to the deskmate’s suggestions. After the revision, the teacher collects some representative passages (including excellent passages and passages with common problems), comments on them in class. For excellent passages, the teacher affirms their advantages and lets students learn from them; for passages with problems, the teacher points out the problems and guides students to revise them together, so that all students can learn from the revision process. Finally, students revise their own passages again according to the teacher’s comments and the experience gained from mutual evaluation, and submit their final works to the teacher for detailed review. The teacher will give targeted comments and suggestions for each student’s work, point out their advantages and deficiencies, and put forward specific improvement measures. Design Intention: Independent writing is an important way to test students’ comprehensive language application ability. By letting students write independently, they can apply the learned knowledge and skills to practice, and gradually form their own writing style. The writing tips provided by the teacher can help students clarify their writing ideas and avoid blindness in writing. Mutual evaluation can not only let students learn from each other, find their own problems in the process of evaluating others’ works, but also improve their ability to appreciate and evaluate works. The teacher’s detailed review and comments can provide targeted guidance for each student, help them find their own deficiencies, and continuously improve their writing ability. Step 5: Summary and Extension First, the teacher leads students to summarize the key points of this lesson: review the core vocabulary, phrases and complex sentence patterns related to place description, and sort out the structure and writing skills of place description (total-subtotal structure, key information included, language use skills). Then, the teacher asks students to share their gains and feelings in this lesson, such as what new knowledge they have learned, what difficulties they have encountered and how to solve them, so as to deepen students’ understanding of the content of this lesson. Next, the teacher designs an extended task: “After class, collect information about a foreign scenic spot you are interested in, write a short descriptive passage (about 100 words) to introduce it, and try to integrate the cultural characteristics of the scenic spot into the passage. We will share and comment on these passages in the next class.” At the same time, the teacher recommends some English materials related to place description for students, such as English travel brochures, English introductions of scenic spots on the Internet, to help students expand their language input and improve their writing level. Finally, the teacher makes a summary comment: “In this lesson, we have learned the basic skills of place description. Writing is a process of continuous practice and improvement. I hope you can apply the knowledge and skills learned today to your daily study and life, and use English to better describe the beautiful places around you and spread the culture of different places.” Design Intention: The summary of the lesson can help students sort out the knowledge they have learned, form a systematic knowledge framework, and deepen their memory and understanding. The extended task can extend the teaching content from the classroom to after class, stimulate students’ interest in autonomous learning, and help students integrate cultural elements into writing, which is conducive to cultivating their cultural awareness. Recommending relevant materials can provide students with more language input resources, help them expand their horizons and improve their writing ability in the long run. 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 $