Unit2 The things around us-D Writing 讲义-2025-2026学年高中英语沪教版必修第三册

Unit 2 The things around us-D Writing 教学目标和重难点 教学目标 It focuses on language ability by training descriptive writing skills about daily things; cultivates cultural awareness by comparing things’ cultural connotations at home and abroad; develops thinking quality through logical organization and critical analysis; and fosters learning ability via autonomous and cooperative writing practice. 教学重难点 Key points: Master descriptive vocabulary and sentence patterns about things’ appearance, function and meaning; structure a coherent passage logically. Difficult points: Express things’ emotional and cultural meanings accurately; avoid simple listing and realize vivid description. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of common things around students, such as an old book, a hand-made gift, a potted plant and a family photo. Then the teacher asks open-ended questions in English: “Look at these pictures. Which one is the most special to you? Why? What does it look like? How does it affect your life?” The teacher invites 3-4 students to share their answers freely, and gives positive feedback, such as “Your sharing is very touching.” “You described it clearly.” After the sharing, the teacher summarizes: “Today, we will learn to write a descriptive passage about a special thing around us. We will not only describe its appearance and function, but also express its special meaning to us. This is the writing task of Unit 2 D Writing.” Design Intention: The lead-in links the teaching content with students’ real life, which can quickly activate students’ prior knowledge and life experience. By asking open-ended questions, it guides students to think in English and express their true feelings, thus arousing their interest in writing. Meanwhile, it naturally leads to the writing task of this lesson, laying a foundation for the follow-up teaching. Pre-writing: Lay a Solid Foundation for Writing Vocabulary and Sentence Patterns Review and Expansion First, the teacher reviews the key vocabulary and sentence patterns related to describing things in Unit 2. The teacher presents a mind map on the screen, which includes three parts: appearance (color, shape, size, material), function (what it can do, how we use it) and meaning (emotional value, cultural connotation). For each part, the teacher lists the key vocabulary and sentence patterns learned in the previous lessons, such as “round, square, made of wood, be used for, bring me happiness, symbolize friendship” and “It is a... with...”, “It looks like...”, “I often use it to...”, “It is special to me because...”. Then, the teacher expands some advanced vocabulary and sentence patterns to help students improve their writing level. For example, for appearance, add “elegant, rough, delicate, rectangular”; for function, add “facilitate my life, enrich my spare time, meet my needs”; for meaning, add “carry precious memories, reflect my personality, embody the love from my family”. For sentence patterns, add complex sentences such as “Although it is not expensive, it is the most valuable thing to me.”, “As time goes by, it has become an important part of my life.” To consolidate the vocabulary and sentence patterns, the teacher organizes a group activity: divide students into groups of 4, and each group is given a picture of a thing (such as a hand-written letter, a toy bear, a pair of old shoes). Each group needs to discuss and write 5 sentences to describe the thing, using at least 3 new vocabulary and 1 complex sentence. After 5 minutes, each group sends a representative to present their sentences, and the teacher comments and corrects them, focusing on the accuracy and appropriateness of vocabulary and sentence patterns. Design Intention: Vocabulary and sentence patterns are the basis of writing. Reviewing the learned knowledge can help students connect the new lesson with the previous ones, forming a knowledge system. Expanding advanced vocabulary and sentence patterns can meet the needs of different levels of students, help them avoid simple and repetitive expressions, and lay a solid language foundation for writing. The group activity not only improves students’ cooperative learning ability, but also makes them apply the learned knowledge in practice, enhancing their memory and application ability. Text Analysis and Structure Guidance The teacher presents a model passage on the screen. The passage is about a special thing around the writer—an old pocket watch left by his grandfather. The teacher asks students to read the passage silently and answer the following questions: (1) What is the thing described in the passage? (2) What aspects does the writer describe about the pocket watch? (3) What is the structure of the passage? (4) How does the writer express the special meaning of the pocket watch? After students finish reading, the teacher leads them to analyze the passage together. The analysis focuses on the structure: the first paragraph introduces the thing (an old pocket watch) and its basic information (who gave it, when it was given); the second paragraph describes its appearance and function (color, shape, how it works, how the writer uses it); the third paragraph expresses its special meaning (memories of grandfather, the spirit of perseverance inherited from grandfather); the last paragraph summarizes the importance of the pocket watch to the writer. Then, the teacher summarizes the structure of a descriptive passage about things: Introduction (introduce the thing briefly, including its name, origin and basic impression) → Body (describe the thing in detail from appearance, function, etc., and connect it with personal experience to express its meaning) → Conclusion (summarize the importance of the thing and express feelings). At the same time, the teacher emphasizes the writing skills: pay attention to the logical connection between paragraphs, use appropriate transition words, such as “firstly, besides, finally, in addition”; use sensory description (sight, touch, hearing) to make the description more vivid; combine facts with feelings to avoid cold and mechanical description. Design Intention: The model passage provides a specific example for students, helping them understand the structure and writing skills of descriptive passages intuitively. By analyzing the passage and summing up the structure, students can form a clear writing framework, which solves the problem of “not knowing how to start writing” or “disorganized writing”. Emphasizing writing skills can help students improve the quality of their writing and make their passages more vivid and coherent. Topic Selection and Outline Making The teacher guides students to choose a special thing around them. The teacher reminds students: the thing can be small or big, expensive or cheap, but it must be special to them, with unique meaning or memories. For example, a gift from friends, a book read many times, a plant raised by themselves, a family heirloom, etc. After students determine their topics, the teacher asks them to make an outline according to the structure summarized earlier. The outline should include: (1) Introduction: What is the thing? Where does it come from? (2) Body: What does it look like? What is its function? What memories or meaning does it have? (3) Conclusion: What does it mean to you? How do you feel about it? The teacher walks around the classroom, observes students’ outline making, and provides guidance for students who have difficulties. For example, for students who can’t think of the meaning of the thing, the teacher asks guiding questions: “When did you get it? What happened related to it? How did it change your life or mood?” For students with disorganized outlines, the teacher helps them sort out the logical order. After students finish their outlines, the teacher invites 2-3 students to share their outlines, and gives suggestions for improvement, such as “You can add more details about its appearance to make it more vivid.” “You can connect the function of the thing with your personal experience to highlight its meaning.” Design Intention: Choosing a topic closely related to students’ life can stimulate their writing motivation and make their writing more true and emotional. Making an outline helps students sort out their thinking, clarify the content of each paragraph, and avoid missing key points or disorganized writing. The teacher’s individual guidance can solve the problems of different students, ensure that each student can complete the outline smoothly, and lay a foundation for the formal writing. While-writing: Conduct Independent Writing and Provide Timely Guidance The teacher asks students to start writing independently according to their outlines. The teacher reminds students of the following points: (1) Use the vocabulary and sentence patterns learned in this lesson, and try to use advanced vocabulary and complex sentences appropriately; (2) Pay attention to the logical connection between sentences and paragraphs, and use transition words correctly; (3) Describe the thing vividly with sensory description and combine facts with feelings; (4) Pay attention to the correctness of grammar, spelling and punctuation; (5) The passage should be coherent and complete, with clear layers. During the writing process, the teacher walks around the classroom to observe students’ writing situation, and provides timely guidance and help. For students who have difficulty in expressing, the teacher gives appropriate hints, such as helping them think of appropriate vocabulary or sentence patterns; for students who make grammar mistakes, the teacher points out the mistakes and guides them to correct them; for students who write too simply, the teacher encourages them to add more details. At the same time, the teacher pays attention to the writing progress of students, and reminds students who are slow to speed up appropriately. For students with better writing ability, the teacher encourages them to try more complex sentence structures and richer vocabulary, and to explore the deeper meaning of the thing, such as its cultural connotation or the impact on their growth. For students with poor writing ability, the teacher focuses on guiding them to complete the basic content, ensuring that the structure is complete and the expression is accurate. Design Intention: Independent writing is an important link to train students’ language ability and thinking quality. It allows students to apply the learned knowledge and skills in practice, and develop their independent thinking and expression ability. The teacher’s timely guidance can solve the problems encountered by students in the writing process, help them correct mistakes in time, and improve the quality of their writing. Paying attention to students of different levels and providing differentiated guidance can meet the needs of different students, ensure that each student can make progress in writing. Post-writing: Conduct Evaluation and Revision to Improve Writing Quality Self-evaluation The teacher provides a self-evaluation checklist on the screen, and asks students to evaluate their own writing according to the checklist. The checklist includes the following items: (1) Is the topic clear and the structure complete? (2) Are the vocabulary and sentence patterns used correctly and appropriately? (3) Is the logical connection coherent? (4) Are the details vivid and the feelings true? (5) Are there any grammar, spelling or punctuation mistakes? Students read their own passages carefully, check them item by item according to the checklist, and make marks on the places that need to be revised. For example, if there are inappropriate vocabulary, they replace them with more appropriate ones; if the logical connection is not coherent, they add transition words; if there are grammar mistakes, they correct them. Design Intention: Self-evaluation helps students develop their learning ability and self-reflection ability. By checking their own writing according to the checklist, students can clearly find their own problems and learn to revise their writing independently. This not only improves the quality of their writing, but also helps them form a good learning habit of self-examination and revision. Peer Evaluation After self-evaluation, the teacher organizes students to conduct peer evaluation in groups of 4. Each student hands in their writing to their group members, and evaluates their classmates’ writing according to the same self-evaluation checklist. At the same time, students need to write down 2 advantages and 1 suggestion for improvement on their classmates’ writing. During the peer evaluation, the teacher walks around the groups to guide students to conduct objective and constructive evaluation. The teacher reminds students: when evaluating, focus on the content, structure, vocabulary, sentence patterns and feelings of the passage, not just the grammar mistakes; the suggestions should be specific and practical, such as “You can add more details about the appearance of the thing to make it more vivid.” rather than “Your writing is not good.” After the peer evaluation, each student gets their own writing back, reads the comments from their classmates carefully, and considers whether to adopt the suggestions for revision. Design Intention: Peer evaluation not only can help students find problems that they can’t find in self-evaluation, but also can improve their cooperative learning ability and communication ability. By evaluating their classmates’ writing, students can learn from each other’s advantages, find their own gaps, and improve their writing level. At the same time, it can also cultivate students’ sense of responsibility and objectivity. Teacher Evaluation and Sample Analysis The teacher collects some representative writing works, including excellent works and works with common problems. The teacher presents the excellent works on the screen, and invites the author to share his writing ideas and experience. Then the teacher analyzes the advantages of the excellent works, such as clear structure, vivid details, accurate use of vocabulary and sentence patterns, and true feelings, and encourages other students to learn from them. For the works with common problems, the teacher analyzes them anonymously, points out the existing problems, such as disorganized structure, simple vocabulary, lack of details, grammar mistakes, and guides students to discuss how to revise them. For example, if a student’s passage only describes the appearance of the thing without expressing its meaning, the teacher guides students to think: “What memories does this thing bring to you? How does it affect your life? You can add these contents to make the passage more meaningful.” Then, the teacher summarizes the common problems in students’ writing and gives corresponding revision suggestions: (1) Pay attention to the logical connection between paragraphs, and use transition words flexibly; (2) Add more sensory details to make the description more vivid; (3) Combine facts with feelings to highlight the meaning of the thing; (4) Pay attention to the correct use of grammar, spelling and punctuation. Design Intention: Teacher evaluation is an important supplement to self-evaluation and peer evaluation. By analyzing excellent works and works with common problems, students can clearly understand the standards of good writing and the common mistakes to avoid. The teacher’s guidance helps students master the revision methods, improve their writing ability and thinking quality. Inviting students to share their experience can also stimulate other students’ learning motivation. Revision and Improvement The teacher asks students to revise their own writing according to the self-evaluation, peer evaluation and teacher’s guidance. Students need to carefully revise the problems in their writing, such as supplementing details, adjusting the structure, replacing inappropriate vocabulary, correcting grammar mistakes, and improving the logical coherence of the passage. During the revision process, the teacher continues to provide individual guidance for students who have difficulties. After students finish revising, they hand in their revised works to the teacher. The teacher checks the revised works, and gives feedback to students who still have problems, guiding them to revise again until they meet the requirements. Design Intention: Revision is an important link to improve writing quality. Through multiple evaluations and revisions, students can continuously find and solve problems in their writing, and improve their writing level. The teacher’s follow-up guidance ensures that each student can make progress in the revision process, and truly master the writing skills of descriptive passages about things. Summary and Extension Class Summary The teacher summarizes the content of this lesson: “In this class, we have reviewed the vocabulary and sentence patterns related to describing things, analyzed the structure and writing skills of descriptive passages through the model passage, completed the outline making and independent writing, and improved our writing quality through self-evaluation, peer evaluation and teacher evaluation. We have learned how to describe a special thing around us vividly and coherently, and express its special meaning to us.” The teacher also emphasizes: “Writing is a process of continuous practice and improvement. We should pay more attention to the things around us in our daily life, accumulate writing materials, and practice writing more. Only in this way can we improve our English writing ability continuously.” Design Intention: The class summary helps students sort out the knowledge and skills learned in this lesson, form a systematic understanding, and strengthen their memory. Emphasizing the importance of daily practice can guide students to develop a good writing habit, and lay a foundation for their long-term English learning. After-class Extension The teacher assigns after-class tasks: (1) Polish the revised passage again, and copy it neatly; (2) Choose another thing around you, write a short descriptive passage (about 80-100 words) according to the structure and skills learned in this lesson; (3) Read 2-3 descriptive passages about things, and accumulate useful vocabulary and sentence patterns. In addition, the teacher encourages students to share their writing works with their classmates after class, communicate and learn from each other, and improve their writing ability together. Design Intention: The after-class extension is an extension and consolidation of the in-class teaching. Polishing the passage again can further improve the quality of students’ writing; writing another short passage can help students apply the learned skills in practice and consolidate their learning achievements; reading and accumulating can enrich students’ writing materials and improve their language accumulation. Encouraging students to communicate after class can also improve their cooperative learning ability and communication 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 $