Unit 1 The media-D Writing 教案-2025-2026学年高中英语沪教版必修第三册

Unit 1 The media-D Writing 教学目标和重难点 教学目标 It focuses on language ability by training media-related writing skills, cultivates cultural awareness through understanding media differences, develops thinking quality via critical analysis of media phenomena, and promotes learning ability by guiding autonomous and cooperative writing practice. 教学重难点 Key points: Master the structure of media-related argumentative essays and core vocabulary/phrases. Difficult points: Use complex sentences flexibly to express views, and combine logical reasoning with specific examples to improve writing persuasion. 教学过程 Step 1: Lead-in and Review (Lead-in to Writing Task) The teacher starts the class with a question-and-answer activity: “What media do you use in daily life? How do they influence your study and life?” Then, invite 3-4 students to share their answers in English, such as “I often use WeChat and TikTok to get information and relax, but sometimes they distract me from my study.” After that, the teacher reviews the key content of the unit: the types of media (traditional media like newspapers, TV and new media like social media), their advantages and disadvantages, and the core vocabulary and phrases learned, such as “media literacy”, “algorithmic bias”, “spread misinformation”, “shape public opinion” and “critical thinking”. The teacher writes these words and phrases on the blackboard or shows them on the screen, and asks students to read them aloud together to consolidate memory. Design Intention: The lead-in activity is closely connected with students’ daily life, which can arouse their learning interest and activate their prior knowledge about the media. By reviewing the unit’s key vocabulary and phrases, it lays a solid language foundation for the subsequent writing task, helping students avoid the problem of lacking proper expressions when writing. At the same time, the question-and-answer activity also guides students to think about the impact of media, laying a foundation for the formation of their views in writing. Step 2: Analysis of Writing Task and Text Model First, the teacher presents the writing task of Section D clearly: “Write an argumentative essay about the impact of social media on teenagers, expressing your own views and supporting them with specific examples. The essay should have a clear structure and logical reasoning.” Then, the teacher introduces the structure of argumentative essays related to the media, which is divided into three parts: introduction (putting forward the topic and one’s own view), body (supporting the view with 2-3 reasons and specific examples) and conclusion (summarizing the view and putting forward suggestions or prospects). Next, the teacher shows a model essay about the impact of social media on teenagers on the screen. The teacher guides students to read the model essay carefully and analyze it from three aspects: structure, language and logic. First, ask students to find the topic sentence of each part: the introduction puts forward the view that “social media has both positive and negative impacts on teenagers”; the body explains the positive impact (helping teenagers expand their horizons and make friends) and negative impact (leading to addiction and spreading false information) with specific examples; the conclusion summarizes the view and suggests that teenagers should use social media rationally. Then, the teacher asks students to underline the key vocabulary, phrases and complex sentences in the model essay, such as “on the one hand... on the other hand...”, “not only... but also...”, “Misinformation that spreads rapidly erodes public trust”, and analyzes how these expressions help improve the logic and persuasion of the essay. Finally, the teacher emphasizes the key points of writing: clear view, sufficient reasons, specific examples and fluent language. Design Intention: By clearly presenting the writing task, students can clarify the requirements and direction of writing, avoiding blind writing. Analyzing the model essay helps students understand the structure and language characteristics of media-related argumentative essays, and learn practical writing skills from the model. The analysis of key expressions enables students to master the methods of improving writing logic and persuasion, which effectively breaks through the key points of teaching. Step 3: Brainstorming and Outline Design The teacher organizes students to carry out group brainstorming activities. Students are divided into groups of 4-5, and each group discusses the following questions: “What are the positive impacts of social media on teenagers? What are the negative impacts? What specific examples can you list to support these views? What suggestions can you put forward for teenagers to use social media?” During the discussion, the teacher walks around each group, guides students to think actively, helps them sort out their ideas, and reminds them to use the unit’s key vocabulary and phrases. For example, if a group can’t think of specific examples, the teacher can give hints: “Have you ever seen your classmates get addicted to short videos and affect their study? Or have you ever learned new knowledge through social media?” After the group discussion, each group sends a representative to share their discussion results with the whole class. The teacher writes down the key points shared by each group on the blackboard, such as positive impacts: acquiring information quickly, developing interests, communicating with others conveniently; negative impacts: Internet addiction, exposure to bad information, affecting physical and mental health; examples: a student spent too much time playing TikTok and failed the exam; a student learned how to paint through online courses on social media. Then, the teacher guides students to sort out these ideas and design their own writing outlines. The teacher provides a template of the outline on the screen: 1. Introduction: Put forward the topic (the impact of social media on teenagers) and your own view (e.g., social media has both advantages and disadvantages for teenagers). 2. Body Paragraph 1: Positive impact + specific example. 3. Body Paragraph 2: Negative impact + specific example. 4. Conclusion: Summarize the view and put forward suggestions (e.g., teenagers should use social media rationally, arrange time properly). Students can adjust the outline according to their own views and ideas. Design Intention: Group brainstorming can stimulate students’ thinking, help them expand their ideas, and solve the problem of “having nothing to write” in writing. The teacher’s guidance ensures that the discussion is carried out in an orderly manner and helps students with poor thinking ability to sort out their ideas. Designing the outline helps students sort out the logical structure of the essay in advance, avoid the confusion of ideas in writing, and lay a foundation for the smooth completion of the writing task. At the same time, cooperative learning also cultivates students’ communication ability and cooperative awareness. Step 4: Draft Writing (Focus on Language and Logic) Students start to write the first draft of the essay according to their own outlines. The teacher reminds students to pay attention to the following points: 1. Use the key vocabulary and phrases learned in the unit flexibly, such as “media literacy”, “spread misinformation”, “shape public opinion”, etc. 2. Use complex sentences properly, such as attributive clauses, compound sentences with conjunctions like “however”, “therefore”, “whereas”, to improve the richness of the language. 3. Ensure that the logic is clear, and each paragraph has a clear topic sentence, with reasons and examples closely linked. 4. Pay attention to the correct use of grammar, spelling and punctuation, avoiding simple mistakes. During the writing process, the teacher walks around the classroom, observes students’ writing situation, and provides targeted help for students who have difficulties. For example, for students who can’t use complex sentences flexibly, the teacher can give examples: “You can change ‘Social media is useful. It helps us get information quickly.’ into ‘Social media, which helps us get information quickly, is useful.’” For students who lack examples, the teacher can remind them of the examples discussed in the brainstorming link. For students who have problems with logic, the teacher can guide them to sort out the relationship between reasons and examples, ensuring that the argument is sufficient and reasonable. Design Intention: The draft writing link is the key link to improve students’ writing ability. By reminding students of the key points of writing, it helps them avoid common mistakes and ensure the quality of writing. The teacher’s targeted guidance can help students solve their individual difficulties in time, meet the learning needs of different students, and effectively break through the teaching difficulties. At the same time, independent writing also cultivates students’ autonomous learning ability and ability to use language comprehensively. Step 5: Peer Evaluation and Revision (Improve Writing Quality) After students finish the first draft, the teacher organizes students to carry out peer evaluation activities. Students exchange their drafts with their deskmates, and evaluate each other’s essays according to the evaluation criteria provided by the teacher. The evaluation criteria include: 1. Is the view clear? 2. Is the structure complete (introduction, body, conclusion)? 3. Are the reasons sufficient and the examples specific? 4. Are the vocabulary and phrases used flexibly? 5. Are the grammar, spelling and punctuation correct? 6. Is the logic clear and fluent? During the peer evaluation, students are required to write down the advantages and deficiencies of their deskmate’s essay, and put forward specific revision suggestions. For example, if a deskmate’s essay lacks examples, students can suggest: “You can add an example about how social media helps you learn new knowledge.” If there are grammar mistakes, students can point them out and help correct them. The teacher walks around to guide students to carry out peer evaluation seriously, reminding them to focus on the key points of evaluation and put forward practical suggestions, instead of just simply marking “good” or “bad”. After the peer evaluation, students take back their own drafts and revise them according to the suggestions put forward by their deskmates and their own thinking. The teacher reminds students to pay attention to integrating the suggestions reasonably, ensuring that the revised essay is more logical, fluent and persuasive. For students who have great difficulties in revision, the teacher provides one-on-one guidance, helps them sort out their ideas, correct mistakes, and improve the quality of their essays. Design Intention: Peer evaluation can help students find their own deficiencies in writing by learning from each other’s advantages and deficiencies. At the same time, it can also cultivate students’ ability to evaluate and appreciate works, and improve their critical thinking ability. Revision is an important link to improve writing quality. By revising the draft, students can deepen their understanding of writing requirements, correct mistakes, and continuously improve their writing skills. The teacher’s guidance ensures that the revision is targeted and effective. Step 6: Display and Comment (Strengthen Feedback and Guidance) The teacher selects 2-3 representative essays to display in the class, including one excellent essay and 1-2 essays with common problems. First, the teacher invites the author of the excellent essay to read his/her work aloud, and then analyzes the advantages of the essay: clear view, complete structure, sufficient examples, flexible use of vocabulary and phrases, and fluent logic. The teacher encourages other students to learn from this essay, and asks the author to share his/her writing experience, such as how to design the outline and how to find examples. Then, the teacher displays the essays with common problems, and guides students to analyze the deficiencies together, such as unclear view, insufficient examples, chaotic logic, or incorrect use of grammar and vocabulary. The teacher puts forward specific revision suggestions for these problems, and demonstrates how to revise them. For example, if an essay’s body paragraph lacks examples, the teacher guides students to add appropriate examples together; if there are mistakes in the use of complex sentences, the teacher corrects them and explains the correct usage. Finally, the teacher makes a summary of the whole writing class, emphasizing the key points and difficulties of this writing task, and summarizes the common mistakes made by students in writing, reminding them to avoid these mistakes in future writing. The teacher also affirms the progress made by students in this class, encourages them to keep practicing, and improves their writing ability continuously. Design Intention: Displaying excellent essays can set an example for students, stimulate their learning motivation, and let them learn practical writing skills. Analyzing essays with common problems can help students avoid similar mistakes, deepen their understanding of writing requirements, and effectively break through teaching difficulties. The teacher’s summary and affirmation can enhance students’ confidence in writing, and provide clear guidance for their future writing practice. 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 $