Unit 3 The way we are-D Writing 讲义-2025-2026学年高中英语沪教版必修第三册

Unit 3 The way we are-D Writing 教学目标和重难点 教学目标 It focuses on language ability, cultivating students’ ability to write coherent passages about personal identity and cultural influence. It develops thinking quality, guides logical analysis and critical thinking. It strengthens cultural awareness, promoting respect for cultural diversity and self-identity. It fosters learning ability, enabling autonomous writing and peer revision. 教学重难点 Key points: Master the structure of narrative-expository writing and core vocabulary/phrases about cultural identity. Difficult points: Use modal verbs for speculation appropriately and integrate personal experiences with cultural connotations logically and vividly. 教学过程 Step 1: Lead-in and Warm-up The teacher starts the class by showing a short video clip that presents three teenagers from different cultural backgrounds talking about their self-identity—one is a second-generation immigrant, one grows up in a multi-cultural family, and the other is facing the conflict between traditional family values and modern social concepts. After playing the video, the teacher asks two guiding questions: “What challenges do these teenagers face in defining who they are?” and “How do cultural factors influence their self-recognition?” Then, the teacher invites 3-4 students to share their answers freely, and guides the class to focus on the key topic of “cultural identity and personal growth”, which is closely related to the writing task of this lesson. Design Intention: The video clip is intuitive and close to students’ life, which can quickly attract students’ attention and activate their prior knowledge and life experience. By asking guiding questions, the teacher guides students to think deeply about the relationship between cultural environment and personal identity, laying a solid emotional and cognitive foundation for the subsequent writing task. Meanwhile, it naturally leads to the theme of the writing lesson, helping students understand the core of the writing task in advance. Step 2: Text Analysis and Language Input First, the teacher presents the sample passage related to the unit theme (titled “My Cultural Compass”) on the screen. The passage mainly talks about the author’s experience of growing up in a family with both Chinese and Western cultural backgrounds, and how he integrates the two cultures to form his own identity. Then, the teacher guides students to analyze the sample passage in groups of 4, focusing on three aspects: structure, language features and content logic. For the structure analysis, the teacher asks students to discuss and summarize the structure of the sample passage. After group discussion, the teacher invites a representative from each group to share their findings, and then summarizes: the sample passage adopts a “total-part-total” structure— the opening paragraph introduces the background of the author’s multi-cultural family and puts forward the core idea (the formation of personal identity is influenced by family culture); the body paragraphs narrate specific examples (family customs, daily communication, value concepts) to illustrate how the two cultures influence the author; the closing paragraph summarizes the author’s understanding of personal identity and expresses his attitude towards cultural integration. The teacher writes this structure on the blackboard to help students form a clear framework for their own writing. For the language features, the teacher guides students to find out the key vocabulary, phrases and sentence patterns in the sample passage. The key vocabulary includes “cultural identity, inherit, integrate, conflict, shape, negotiate” and so on; the key phrases include “be influenced by, take pride in, combine...with..., in the process of, have a deep understanding of” and so on; the key sentence patterns include modal verbs for speculation (might have done, must have felt, can’t have misunderstood) and complex sentences with adverbial clauses (when, because, although). The teacher explains the usage of these language points briefly, especially the application of modal verbs for speculation in expressing uncertain judgments about past experiences, and asks students to make 2-3 sentences with the key phrases and sentence patterns to consolidate their mastery. For the content logic, the teacher guides students to analyze how the author connects personal experiences with cultural connotations. The teacher points out that the author does not simply list experiences, but explains the cultural significance behind each experience, and reflects his own growth and understanding of identity through these experiences. For example, the author describes the family’s Spring Festival customs and Christmas traditions, which reflects the integration of Chinese and Western cultures, and further expresses his recognition of his own multi-cultural identity. Design Intention: The sample passage is closely related to the writing task, which can provide students with a clear model for structure, language and content. Through group discussion and teacher’s summary, students can not only master the writing structure, but also accumulate necessary language materials, solving the problems of “how to write” and “what words to use” in writing. The analysis of content logic helps students understand how to integrate personal experiences with cultural themes, avoiding the problem of superficial content in writing. Meanwhile, group discussion can stimulate students’ learning enthusiasm and improve their cooperative learning ability. Step 3: Pre-writing and Outline Design First, the teacher clarifies the writing task: Write a passage of about 150 words titled “How My Family Culture Shapes Me”, which requires students to combine their own family culture experiences (such as family customs, value concepts, communication methods) to talk about how family culture influences their personal identity and growth, and appropriately use modal verbs for speculation to express their feelings and judgments. Then, the teacher guides students to carry out brainstorming. The teacher puts forward guiding questions to help students sort out their ideas: “What are the typical customs of your family? (e.g., festivals, family gatherings)”, “What values has your family taught you? (e.g., honesty, filial piety, independence)”, “Have you ever had conflicts between family culture and your own ideas? How did you solve them?”, “How do these experiences shape your personality and identity?” Students can write down their ideas freely on the draft paper, and then share their ideas with their deskmates. The teacher walks around the classroom, listens to students’ discussions, and gives timely guidance to students who have no ideas, such as suggesting that they start from small things in daily life (e.g., family meals, weekend activities, family conversations). After brainstorming, the teacher guides students to design the outline of their writing according to the “total-part-total” structure summarized earlier. The teacher provides a template for the outline on the screen: 1. Opening paragraph: Briefly introduce your family cultural background and put forward the core idea (how family culture influences you). 2. Body paragraphs: List 1-2 specific examples to illustrate the influence of family culture, and use modal verbs for speculation appropriately. 3. Closing paragraph: Summarize your understanding of family culture and its influence on your personal growth, and express your feelings. Students design their own outlines based on the template and their own brainstorming results. The teacher checks the outlines of several students randomly, points out the problems in the outlines (such as unclear core ideas, inappropriate examples, illogical structure) and gives suggestions for revision. For example, if a student’s outline only lists family customs without explaining their influence, the teacher guides him to add the connection between customs and his own growth; if a student’s examples are not specific enough, the teacher suggests that he add detailed details (such as the process of a family activity, the words his parents said). Design Intention: Clarifying the writing task helps students grasp the requirements clearly and avoid off-topic. Brainstorming provides a platform for students to express their ideas freely, helping them break through the difficulty of “having nothing to write”. The outline template helps students sort out their ideas and form a clear writing framework, which lays a foundation for the smooth writing of the first draft. Teacher’s guidance and check can timely correct students’ mistakes in the outline, ensuring that the subsequent writing is logical and focused. Step 4: While-writing and Individual Guidance Students start to write the first draft according to their own outlines. The teacher reminds students of the following points during the writing process: 1. Use the key vocabulary, phrases and sentence patterns accumulated in the text analysis link appropriately. 2. Use modal verbs for speculation (might have done, must have felt, can’t have done) to express their judgments and feelings about past experiences. 3. Pay attention to the logic between sentences and paragraphs, and use transition words (such as first, besides, finally, therefore) to connect them. 4. Ensure that the content is true and specific, and avoid empty and perfunctory expressions. 5. Pay attention to the correct use of grammar, spelling and punctuation. During the writing process, the teacher walks around the classroom to provide individual guidance for students. For students with weak language foundation, the teacher helps them choose appropriate vocabulary and sentence patterns, and guides them to organize their language; for students who have difficulty in using modal verbs for speculation, the teacher gives specific examples to help them understand and apply; for students with clear ideas but poor logic, the teacher guides them to adjust the order of sentences and paragraphs and add transition words. At the same time, the teacher records the common problems found in students’ writing (such as incorrect use of modal verbs, incorrect collocation of vocabulary, illogical connection) to prepare for the subsequent collective comment. If some students finish writing the first draft in advance, the teacher asks them to check their own drafts first, focusing on whether the content is consistent with the outline, whether the language is correct, and whether the logic is smooth. Then, they can exchange drafts with their deskmates and put forward preliminary revision suggestions. Design Intention: The while-writing link is the key link to improve students’ writing ability. Individual guidance can meet the different needs of students, help students solve the problems encountered in the writing process in time, and improve the quality of their first draft. Reminding students of the key points helps them pay attention to the writing requirements and avoid common mistakes. Letting advanced students check and exchange drafts in advance can mobilize their learning enthusiasm and lay a foundation for the subsequent peer revision. Step 5: Post-writing and Revision (Peer Revision + Teacher Comment) First, the teacher arranges peer revision. Students exchange their first drafts with their group members (4 students in a group). The teacher provides a peer revision checklist on the screen, which includes the following items: 1. Is the theme clear and consistent with the writing task? 2. Is the structure complete (total-part-total)? 3. Are the examples specific and closely related to the theme? 4. Are modal verbs for speculation used appropriately? 5. Are key vocabulary and phrases used correctly? 6. Is the logic between sentences and paragraphs smooth? 7. Are there any grammar, spelling or punctuation mistakes? 8. Is the length of the passage appropriate? Students revise their group members’ drafts according to the checklist, put forward specific revision suggestions (not just simple “good” or “bad”), and mark the parts that need to be revised. For example, if a student uses “must have done” incorrectly, the group member should point out the mistake and give the correct usage; if a student’s example is not specific, the group member should suggest adding detailed details. After the peer revision, each student gets back his own draft and reads the revision suggestions carefully, then revises his own draft according to the suggestions. Then, the teacher carries out collective comment. The teacher selects 2-3 typical drafts (one excellent draft, one average draft and one draft with more problems) to present on the screen. For the excellent draft, the teacher guides students to appreciate its advantages (such as clear structure, specific examples, appropriate use of language, and deep connotation), and asks the author to share his writing ideas and experience, so that other students can learn from it. For the average draft, the teacher points out its advantages and existing problems (such as unclear logic, insufficient examples, incorrect use of modal verbs), and invites students to put forward revision suggestions together. For the draft with more problems, the teacher focuses on correcting the common mistakes (such as grammar errors, incorrect collocation), and guides students to help revise it, so that all students can avoid similar mistakes. After the collective comment, students revise their own drafts again, integrating the peer revision suggestions and the teacher’s comment. The teacher walks around the classroom again to provide guidance for students who still have difficulties in revision, ensuring that each student can make progress in the revision process. Design Intention: Peer revision can not only help students find their own mistakes that are not easy to find, but also improve their ability to evaluate and revise articles. The revision checklist makes the peer revision more targeted and avoids blindness. Collective comment can focus on solving common problems in students’ writing, and the selection of typical drafts can make the comment more intuitive and effective. Through multiple revisions, students can continuously improve the quality of their writing, and deepen their understanding of the writing requirements and language points. Step 6: Summary and Extension First, the teacher summarizes the whole lesson. The teacher reviews the key points of this lesson: the structure of narrative-expository writing (total-part-total), the key vocabulary, phrases and sentence patterns related to cultural identity, and the correct use of modal verbs for speculation. The teacher emphasizes that writing is a process of continuous revision and improvement, and encourages students to keep practicing and summarizing in daily life to improve their writing ability. Then, the teacher arranges the extension task: 1. Revise the final draft of the passage and hand it in the next class. 2. After class, read 2-3 English articles about cultural identity or family culture, and accumulate useful vocabulary and sentence patterns. 3. Discuss with your family members about the family culture, and supplement more details to your passage if necessary. 4. Optional task: Write a short passage about “How Social Culture Shapes Me” based on the writing method learned in this lesson. Finally, the teacher concludes: Cultural identity is a dynamic process of negotiation and integration. Everyone’s identity is shaped by family, society and other cultural factors. Through this writing task, we not only improve our writing ability, but also have a deeper understanding of ourselves and our own culture. We should respect cultural diversity, and bravely express our own views and experiences in English. Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, and strengthen their memory. The extension task is closely related to the content of the lesson, which can consolidate the knowledge and skills learned, and expand students’ learning scope. The optional task can meet the needs of students with different levels, and stimulate their interest in continuous learning. The final conclusion elevates the theme of the lesson, helping students establish a correct view of cultural identity and cultivate cultural awareness. 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 $