Unit1 No Limits-D Writing 讲义-2025-2026学年高中英语沪教版必修第二册

Unit 1 No Limits-D Writing 教学目标和重难点 教学目标 It focuses on language competence by training descriptive writing skills; cultivates cultural awareness through understanding inspirational spirits across cultures; develops thinking quality via logical organization and critical revision; and promotes learning ability by guiding autonomous and cooperative writing practice. 教学重难点 Key points: Master the three-paragraph structure of "introduction-example-conclusion" and use unit core words and sentences. Difficult points: Select specific examples to support views and ensure logical coherence with proper conjunctions. 教学过程 Lead-in: Theme Activation and Situation Creation The teacher starts the class by showing a poster of an English essay competition with the theme "Inspirational People Who Broke Limits". Then the teacher asks two guiding questions: "What is the topic of this writing competition?" and "What can we include when describing an inspirational person?" After that, the teacher invites 2-3 students to briefly share the inspirational people they admire and the reasons, and writes down the key words mentioned by students (such as perseverance, overcome, inspire) on the blackboard. Design Intention: This link takes the real essay competition as the situational carrier, which is in line with the teaching concept of the new curriculum standard that "using English to do things". It can effectively stimulate students' learning interest and enthusiasm, and let students initially clarify the core content of this writing task. Meanwhile, by asking students to share their own experiences, it connects the teaching content with students' real life, lays a foundation for the subsequent writing, and also imperceptibly infiltrates the theme of "No Limits". Input: Model Analysis and Knowledge Construction First, the teacher distributes a model essay about an inspirational person who broke limits. The model essay is closely related to the unit theme, including three parts: a brief introduction of the person, specific examples of breaking limits, and a summary of the inspiration gained. Then the teacher guides students to carry out group discussion with the following questions: How many paragraphs does the model essay have? What is the main content of each paragraph? What core words and sentences in the unit are used in the model essay? (e.g., limit, challenge, overcome, perseverance, inspire, It is...that..., never gave up...) How does the writer support the view that "this person is inspirational"? What characteristics do the examples have? After the group discussion, each group sends a representative to share their findings. The teacher summarizes and sorts out the key points: the model essay adopts the three-paragraph structure of "introduction-example-conclusion", uses the core vocabulary and sentence patterns of the unit appropriately, and selects specific and typical examples to support the view, which makes the article logical and convincing. Then the teacher focuses on explaining the usage of several key words and sentences, and gives additional examples to help students understand and master them, such as "Despite the great challenges, he never gave up pursuing his dream" and "It is his perseverance that helps him overcome all the difficulties". Design Intention: This link follows the "input-internalization-output" writing teaching process, taking the model essay as the carrier to help students obtain and construct the discourse knowledge, language knowledge and writing strategies related to "inspirational people and breaking limits". Through group discussion, students' main position is brought into play, and their ability to analyze and summarize is cultivated. The explanation of key words and sentences lays a solid language foundation for students' subsequent writing, and helps students avoid the problem of insufficient vocabulary and incorrect sentence patterns in writing. Guided Practice: Idea Sorting and Language Preparation First, the teacher guides students to determine the writing object. Students can choose an inspirational person they admire (such as a famous person, a relative, a friend or even themselves) who has broken limits. Then the teacher distributes a thinking guide form, which includes three columns: "Person Introduction", "Specific Examples of Breaking Limits" and "Inspiration and Summary". Students are required to fill in the form independently, sorting out their writing ideas. During the process of students filling in the form, the teacher walks around the classroom to provide individual guidance. For students who have difficulty determining the writing object, the teacher gives appropriate suggestions (such as athletes who overcame physical limitations, scientists who broke research bottlenecks); for students who cannot think of specific examples, the teacher guides them to recall the details of the person's experience, such as "What difficulties did he/she encounter? How did he/she overcome them? What was the result?" After students finish filling in the form, the teacher invites 2-3 students to share their thinking forms, and other students can put forward supplementary suggestions, so as to help students improve their writing ideas. Next, the teacher organizes a language accumulation activity. Students are divided into groups of 4, and each group is required to collect and sort out the unit core words, phrases and sentence patterns related to "breaking limits and being inspirational", and compile a "Writing Language Handbook" together. For example, words like pursue, achieve, ambition, breakthrough; phrases like break the limits, push the boundaries, overcome difficulties, fulfill one's dreams; sentence patterns like With proper training, I could become..., Whenever I'm facing a difficulty, I always tell myself... After the groups finish compiling, each group shares one or two typical language points, and the teacher makes supplements and comments, helping students enrich their language reserve for writing. Design Intention: This link is a key link connecting input and output, aiming to help students turn the learned knowledge into practical writing ability. The thinking guide form provides a scaffold for students' writing, helping them sort out their ideas and avoid the problem of disorganized writing structure. Individual guidance can meet the different needs of students and help students solve the difficulties encountered in the process of idea sorting. The language accumulation activity not only strengthens students' memory and mastery of unit core knowledge, but also cultivates their cooperative learning ability, laying a solid foundation for the subsequent independent writing. Independent Writing: Output Practice and Individual Guidance On the basis of idea sorting and language preparation, students are required to complete the writing task independently. The teacher puts forward clear writing requirements: 1. Adopt the three-paragraph structure of "introduction-example-conclusion"; 2. Use at least 5 unit core words or phrases and 2 key sentence patterns; 3. The content is true and specific, the logic is clear, and the language is accurate and fluent; 4. Focus on reflecting the theme of "breaking limits". During the independent writing process, the teacher walks around the classroom to observe students' writing situation, and provides targeted guidance for students in need. For students who have problems in structure, the teacher reminds them to refer to the model essay and the thinking guide form; for students who have insufficient vocabulary or incorrect sentence patterns, the teacher guides them to use the "Writing Language Handbook" compiled earlier; for students who have difficulty in detailing examples, the teacher guides them to add specific details, such as time, place, action and psychological activities, to make the examples more vivid and convincing. At the same time, the teacher reminds students to pay attention to the correct use of conjunctions (such as first, then, finally, however, therefore) to ensure the logical coherence of the article. For students who finish writing in advance, the teacher asks them to read their own articles carefully, check for errors in vocabulary, grammar, spelling and punctuation, and try to revise and improve their articles according to the writing requirements. The teacher can also provide them with advanced tasks, such as adding more details to the examples or using more complex sentence patterns to enrich the article content. Design Intention: Independent writing is the key link to test students' learning effect and improve their writing ability. Clear writing requirements help students clarify the direction of writing and avoid the problem of deviating from the theme or failing to meet the requirements. Targeted individual guidance can effectively solve the difficulties encountered by students in the writing process, help students correct mistakes in time, and improve the quality of their writing. For advanced students, setting advanced tasks can meet their learning needs and promote the all-round development of students' writing ability. Evaluation and Revision: Peer Evaluation and Teacher Comment First, the teacher organizes peer evaluation activities. Students are paired in groups of two, and each pair exchanges their articles. The teacher distributes a peer evaluation form, which includes the following evaluation items: 1. Whether the three-paragraph structure is adopted; 2. Whether the unit core words and sentences are used correctly and appropriately; 3. Whether the examples are specific and typical; 4. Whether the logic is clear and the conjunctions are used properly; 5. Whether there are errors in vocabulary, grammar, spelling and punctuation. Students are required to evaluate their partner's articles according to the evaluation form, put forward positive comments and specific revision suggestions (such as "Your examples are very specific, but you can add some psychological activities of the person to make it more vivid" or "You used the sentence pattern It is...that... correctly, but there is a spelling error in the word 'perseverance'"). After the peer evaluation, students revise their own articles according to their partner's suggestions. During the revision process, students can consult their partners or the teacher if they have any questions. The teacher walks around the classroom to observe students' revision situation, and provides guidance for students who have difficulty in revision. Then, the teacher selects 2-3 representative articles (including excellent articles and articles with common problems) to comment on in class. For excellent articles, the teacher affirms the advantages of the articles (such as clear structure, appropriate use of language, specific examples) and invites the author to share his/her writing experience, so as to set an example for other students. For articles with common problems, the teacher points out the existing problems (such as disorganized structure, insufficient examples, incorrect use of sentence patterns) and guides students to discuss and put forward revision suggestions together, so that all students can learn from the mistakes and avoid making the same mistakes in the future. Finally, the teacher makes a summary of the whole writing class, emphasizing the key points of this writing task: the three-paragraph structure, the correct use of unit core words and sentences, and the selection of specific examples. At the same time, the teacher encourages students to keep writing and accumulating in daily life, and applies the writing skills learned in this class to practical writing, so as to continuously improve their English writing ability. Design Intention: Peer evaluation can not only let students learn from each other's advantages, but also cultivate their critical thinking ability and evaluation ability. The peer evaluation form provides a clear evaluation standard for students, making the evaluation more scientific and reasonable. Revising articles according to peer suggestions and teacher comments can help students find their own problems and improve their writing level. The teacher's class comment focuses on typical cases, which can let all students learn from experience and lessons, and deepen their understanding and mastery of writing skills. The final summary helps students sort out the key points of the class and form a systematic knowledge structure. Extension: Consolidation and Application After the class, the teacher assigns an extended task: Ask students to revise their articles again according to the teacher's comments and peer suggestions, and then submit the revised final draft. At the same time, students are required to read 2-3 English articles about inspirational people who broke limits after class, collect useful words, phrases and sentence patterns, and add them to their "Writing Language Handbook". In addition, students can also write a short reflection about their own writing process, including the difficulties encountered, the solutions and the gains. Design Intention: The extended task is an extension and consolidation of the in-class teaching, which helps students further improve their writing ability and consolidate the knowledge and skills learned in class. Reading extracurricular articles can enrich students' language reserve and broaden their horizons, which is conducive to improving their writing level in the long run. Writing a reflection can help students summarize their writing experience, find their own shortcomings, and improve their learning ability and reflective ability. 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 $