Unit 2 Roads to education-D Writing 教案-2025-2026学年高中英语沪教版必修第二册

Unit 2 Roads to education-D Writing 教学目标和重难点 教学目标 It focuses on language ability by training argumentative writing skills about educational topics; cultivates learning ability through independent and cooperative writing; develops cultural awareness by understanding diverse educational concepts; and promotes thinking quality via logical reasoning and critical thinking in argumentation. 教学重难点 Key points: Master the basic structure of argumentative essays (introduction-body-conclusion) and use relevant vocabulary, logical connectives and functional sentence patterns properly. Difficult points: Provide specific and persuasive supporting reasons and put forward constructive personal views based on arguments. 教学过程 Lead-in: Activate Prior Knowledge and Create Writing Context The teacher starts the class by showing a short video clip about different educational roads around the world, including the long-distance study of rural girls in Africa, the digital education project in India and the forest school in Northern Europe. After playing the video, the teacher asks two guiding questions: “What different educational roads are shown in the video?” and “Do you think technology can really bridge the educational gap?” Then, the teacher invites students to share their views freely in pairs. During the sharing process, the teacher guides students to use simple English to express their opinions and writes down key words and sentences related to educational topics on the blackboard, such as “digital education”, “educational equity”, “access to education”, “advantage”, “disadvantage” and “in my opinion”. Design Intention: The video clip is closely related to the unit theme “Roads to education” and can quickly attract students’ attention, activating their prior knowledge about education. The guiding questions guide students to think about the core topic of the writing class—whether technology can bridge the educational gap, laying a foundation for the subsequent argumentative writing. Pair sharing provides students with opportunities to practice oral expression, reduces their anxiety about writing, and helps them accumulate initial language materials for writing. Pre-Writing: Build Writing Scaffolds and Clarify Writing Requirements Analyze the Model Essay and Sort Out the Structure The teacher distributes the model essay about “Whether we should extend English class hours” (closely related to students’ daily study life) and asks students to read it independently. Then, the teacher organizes students to discuss in groups of four, focusing on two questions: “What is the structure of this argumentative essay?” and “What functional sentence patterns are used in each part?” After the discussion, each group sends a representative to share their findings, and the teacher summarizes and sorts out the structure of the argumentative essay on the blackboard: Introduction (put forward the topic and the two opposite views), Body (state the supporting reasons for the pros and cons respectively, with specific examples or explanations), Conclusion (express personal views and put forward constructive suggestions). At the same time, the teacher combs the functional sentence patterns in the model essay, such as “Recently, there has been a heated debate about...”, “Some people hold the view that...”, “On the contrary, others argue that...”, “From my point of view...” and writes them on the side of the blackboard for students to refer to. Design Intention: The model essay is closely combined with students’ actual study life, which is easy for students to understand and imitate. Group discussion encourages students to cooperate and communicate, and helps them independently explore the structure of argumentative essays and functional sentence patterns, which is conducive to cultivating their learning ability. The teacher’s summary and sorting out can help students form a clear cognitive framework of argumentative writing, laying a solid foundation for their subsequent writing. Brainstorming and Collect Writing Materials The teacher guides students to focus on the writing topic of this lesson—“Can technology really bridge the educational gap?” and carries out a brainstorming activity. First, the teacher divides the blackboard into two parts: “Advantages of technology in bridging the educational gap” and “Disadvantages of technology in bridging the educational gap”. Then, students are invited to speak freely, and the teacher writes down their views on the blackboard. For example, in the advantages part, students may put forward “Technology can provide online courses for students in remote areas, enabling them to access high-quality educational resources”, “Digital teaching tools can make teaching more vivid and improve students’ learning interest”; in the disadvantages part, students may mention “Some remote areas lack network and equipment support, making it impossible to use digital education”, “Excessive use of technology may lead to students’ addiction to the Internet and affect their learning efficiency”. After the brainstorming, the teacher guides students to screen and sort out the collected materials, reminding them to choose specific and reasonable reasons as the supporting materials for their writing. Design Intention: Brainstorming can stimulate students’ thinking, help them fully tap their existing knowledge and experience, and collect sufficient writing materials. Dividing the blackboard into two parts helps students clarify the two opposite views, cultivate their dialectical thinking ability. The teacher’s guidance on screening materials can help students improve the quality of writing materials, avoid empty and perfunctory arguments, and lay a foundation for writing a logical and persuasive argumentative essay. Clarify Writing Requirements and Design Writing Outlines The teacher clarifies the specific requirements of this writing task: First, the article should follow the structure of “introduction-body-conclusion”; second, it should clearly state the pros and cons of technology in bridging the educational gap, with at least two supporting reasons for each side; third, it should use the learned functional sentence patterns and logical connectives (such as “firstly”, “besides”, “however”, “therefore”) to ensure the coherence of the article; fourth, the language should be accurate and fluent, and the views should be clear. Then, the teacher provides a writing outline template for students to fill in independently. The outline includes: Introduction (put forward the topic of whether technology can bridge the educational gap); Body 1 (the advantages of technology, with two specific reasons and simple explanations); Body 2 (the disadvantages of technology, with two specific reasons and simple explanations); Conclusion (express personal views and put forward constructive suggestions). Students can adjust and supplement the outline according to their own collected materials. Design Intention: Clarifying the writing requirements can help students avoid deviations in writing and ensure that their works meet the teaching objectives. The outline template provides a scaffold for students’ writing, reduces their writing difficulty, helps them sort out their thinking, and ensures that the structure of the article is clear and logical. Independent outline design can cultivate students’ ability of thinking organization and lay a foundation for the smooth completion of the first draft. While-Writing: Guide Independent Writing and Solve Writing Difficulties Students start to write the first draft independently according to the designed outline and the collected materials. During the writing process, the teacher walks around the classroom to observe students’ writing situation, and provides targeted guidance for students who have difficulties. For example, for students who cannot think of specific supporting reasons, the teacher can remind them to combine the unit reading materials (such as the digital education project in India mentioned in the reading part) or their own life experience to supplement; for students who have problems in using functional sentence patterns and logical connectives, the teacher can guide them to refer to the sentence patterns sorted out on the blackboard; for students who have errors in grammar and vocabulary, the teacher can give appropriate prompts and corrections, but avoid directly modifying the entire article, so as to protect students’ writing enthusiasm. At the same time, the teacher reminds students to pay attention to the consistency of tense (mainly present tense) and the correctness of sentence structure, avoid Chinglish expressions, and try to use the new words and phrases learned in the unit, such as “accessibility”, “equity”, “flexible”, “effective” and so on, to enrich the language expression of the article. Design Intention: Independent writing is the key link to cultivate students’ language ability and thinking quality. It allows students to integrate the learned knowledge and materials into their own writing, and exercise their ability of language organization and logical expression. The teacher’s patrol guidance can timely solve the difficulties encountered by students in the writing process, help them correct errors in time, and ensure that the writing task can be completed smoothly. Reminding students to use new words and phrases can help them consolidate the knowledge learned in the unit and improve the quality of their writing. Post-Writing: Improve Writing Quality Through Evaluation and Revision Peer Evaluation The teacher divides students into pairs and distributes the peer evaluation form. The evaluation form includes the following items: 1. Is the structure of the article complete (introduction-body-conclusion)? 2. Are the pros and cons clearly stated with specific supporting reasons? 3. Are functional sentence patterns and logical connectives used properly? 4. Is the language accurate and fluent, with few grammar and spelling errors? 5. Are new words and phrases in the unit used? Students read each other’s first drafts and fill in the evaluation form, putting forward specific revision suggestions (such as “You can add a specific example to support the advantage of digital education” or “You can use the connective ‘besides’ to connect the two reasons”). After the evaluation, students communicate with each other, explain their evaluation opinions, and listen to their partners’ suggestions on their own articles. Design Intention: Peer evaluation can not only let students learn from each other’s strengths and make up for their own shortcomings, but also cultivate their ability of critical thinking and evaluation. When evaluating their partners’ articles, students need to carefully read and analyze, which is conducive to improving their reading ability and understanding of argumentative writing. Communication between partners can help students better understand their own writing problems and lay a foundation for subsequent revision. The evaluation form makes the peer evaluation more targeted and standardized, avoiding blind evaluation. Teacher Evaluation and Key Comment After the peer evaluation, the teacher collects some representative first drafts (including excellent works and works with common problems) and comments on them in class. For excellent works, the teacher reads them aloud, analyzes their advantages, such as clear structure, specific arguments, fluent language and proper use of sentence patterns, and encourages other students to learn from them. For works with common problems, the teacher points out the existing problems (such as incomplete structure, empty arguments, incorrect use of logical connectives) and puts forward specific revision suggestions. At the same time, the teacher focuses on commenting on the key and difficult points of this lesson, such as how to provide specific supporting reasons and how to put forward constructive personal views in the conclusion, and gives relevant examples to help students better master the key and difficult points. Design Intention: Teacher evaluation is an important supplement to peer evaluation. Excellent works can set an example for students, stimulate their writing enthusiasm, and let them have a clear understanding of the standards of good argumentative essays. Commenting on common problems can help students avoid similar mistakes in their own revision and improve their writing ability. Focusing on key and difficult points can help students break through the learning bottleneck and achieve the teaching objectives. Independent Revision and Final Draft Submission Students revise their first drafts according to the peer evaluation suggestions and the teacher’s comments. During the revision process, students need to carefully check the structure of the article, the rationality of the arguments, the use of sentence patterns and connectives, and the accuracy of language, and make corresponding modifications and improvements. For students who still have difficulties in revision, the teacher provides individual guidance. After the revision, students submit their final drafts, and the teacher checks them one by one, records the common problems, and explains them in the next class if necessary. Design Intention: Independent revision is the key link to improve students’ writing quality. It allows students to reflect on their own writing, find out their own problems and solve them, which is conducive to cultivating their ability of self-reflection and self-improvement. Individual guidance can help students with poor writing ability solve their own problems, ensure that every student can make progress in writing. Checking the final draft by the teacher can help the teacher grasp the students’ learning effect, understand the problems existing in the teaching process, and provide a basis for the adjustment of subsequent teaching. Summary and Extension: Consolidate Learning Achievements and Expand Thinking The teacher summarizes the whole writing class: in this class, we have mastered the basic structure of argumentative essays, learned to use functional sentence patterns and logical connectives, and completed an argumentative essay about whether technology can bridge the educational gap through brainstorming, outline design, independent writing, peer evaluation and revision. At the same time, the teacher emphasizes that argumentative writing requires clear views, sufficient arguments and logical structure, and encourages students to apply the writing skills learned in this class to their daily English writing. Then, the teacher designs the extension task: ask students to surf the Internet after class to collect more cases about technology and education, and revise and improve their own articles again, adding more specific and persuasive examples; or write a short argumentative essay on the topic “Should we learn English hard?” by using the writing skills learned in this class. The teacher reminds students to pay attention to the collection and accumulation of writing materials and keep practicing to improve their writing ability. Design Intention: The summary helps students sort out the knowledge and skills learned in this class, consolidate the learning achievements, and form a systematic cognitive structure. The extension task not only consolidates the writing skills learned in this class, but also expands students’ thinking, connects classroom learning with extracurricular practice, and cultivates students’ ability of independent learning and information collection. It also lays a foundation for the subsequent teaching and the improvement of students’ comprehensive English 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 $