Unit 1 Feeling good-Writing 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 1 Feeling good-Writing 教学目标和重难点 教学目标 It focuses on language ability by training emotional expression in writing, cultivates thinking quality through logical organization of feelings and experiences, strengthens cultural awareness by comparing emotional expression styles, and develops learning ability via autonomous revision and peer evaluation. 教学重难点 Key points: Master vocabulary and sentence patterns for emotional expression, and complete an informal letter about personal experiences and feelings. Difficult points: Express feelings naturally with details and connect paragraphs logically to reflect true emotions. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme The teacher starts the class with an interactive question: “When you have an amazing or touching experience, how do you share it with your friends or family?” Then, the teacher presents some common ways such as calling a family member, chatting online with friends, posting on social media, and writing a personal letter, and asks students to discuss which way is more expressive and why. After a short group discussion, the teacher summarizes that writing a personal letter can fully express detailed experiences and true feelings, which naturally leads to the theme of this lesson — writing an informal personal letter about personal experiences and feelings related to “Feeling good”. Design Intention: The lead-in is closely connected to students’ daily life, which can quickly arouse students’ interest and enthusiasm for learning. By asking interactive questions and organizing group discussions, students’ prior knowledge about emotional sharing is activated, and they can realize the value of personal letter writing, laying a solid foundation for the subsequent writing teaching. At the same time, it echoes the unit theme “Feeling good” and helps students focus on the core task of emotional expression in writing. Presentation: Analyze Models and Master Key Knowledge First, the teacher presents two model letters from Simon and Li Ping (from the textbook) on the screen, and asks students to read them carefully and answer the following questions in groups: How do Simon and Li Ping start their letters? What experiences do they share? How do they express their feelings? What makes these letters informal? After the group discussion, each group sends a representative to share their answers, and the teacher makes comments and summaries. For the structure of the informal letter, the teacher summarizes the key parts: greeting (such as “Hi Li Ping”), opening (greeting and leading to the topic), body (detailed experiences and feelings), closing (best wishes), and signature (such as “Love, Simon”). For emotional expression, the teacher points out that the writers use emotional adverbs (obviously, surprisingly, luckily), emotional phrases (“pretty stressed”, “I actually really like it!”), and exclamation marks to show their true feelings. For the informal features, the teacher emphasizes the use of friendly greetings, informal words and expressions (write soon, take care, love), and casual tone. Then, the teacher sorts out the core vocabulary and sentence patterns for emotional expression in the model letters, such as vocabulary (stressed, excited, relieved, fortunate, worried) and sentence patterns: “When it comes to..., I would like to share one of my impressive experiences with you.” “It was + the emphasized time/place + that...” “I feel... because...” “Not only does it..., but also it...” The teacher explains the usage of these words and sentences with specific examples, and asks students to make simple sentences by themselves to consolidate their understanding. Design Intention: The model letters are from the textbook, which are closely related to the unit theme and suitable for students’ cognitive level. By asking guiding questions, students can actively explore the structure of informal letters, methods of emotional expression and informal features, which helps cultivate their autonomous learning ability and thinking quality. The sorting out of core vocabulary and sentence patterns provides a “scaffold” for students’ writing, helping them solve the problem of insufficient language accumulation and laying a foundation for the smooth development of subsequent writing tasks. Guided Practice: Step-by-Step Training to Break Through Difficulties This link is divided into three stages to help students gradually master writing skills and break through key and difficult points. Stage 1: Vocabulary and Sentence Pattern Practice. The teacher gives a scenario: “You participated in a labor practice course at school and had a meaningful experience. Please use the learned vocabulary and sentence patterns to describe your feelings and experiences.” The teacher provides some prompts, such as “labor practice course”, “planting vegetables”, “tired but happy”, “learn the value of labor”. Students are asked to write 3-5 sentences independently, and then exchange their sentences with deskmates to correct each other’s mistakes in vocabulary, grammar and emotional expression. The teacher walks around the classroom to guide students, and selects some typical sentences (both excellent and problematic) to comment on, emphasizing how to use words and sentences to express feelings naturally. Stage 2: Paragraph Writing Practice. The teacher asks students to expand the sentences written in Stage 1 into a complete paragraph. The requirements are: clear theme, detailed description of the experience process, natural expression of feelings, and correct use of connecting words (such as first, then, finally, because, so). The teacher provides a paragraph framework for students who have difficulty in writing: Opening: Introduce the experience briefly. Body: Describe the process of the experience in detail and express feelings in combination with specific details. Closing: Summarize the gains from the experience. After students finish writing, the teacher organizes peer evaluation in groups of 4, and asks students to evaluate each other’s paragraphs according to the evaluation criteria (theme clarity, detail richness, emotional naturalness, language accuracy). Stage 3: Whole Text Writing Guidance. On the basis of paragraph writing, the teacher guides students to complete the whole informal letter. The teacher reminds students to pay attention to the format of the informal letter (greeting, opening, body, closing, signature) and the logical connection between paragraphs. The teacher also emphasizes that the body part should focus on “Feeling good”, select typical details to show positive emotions, and avoid empty emotional expression. For example, when describing the labor practice experience, students can write about the process of planting vegetables (digging soil, sowing seeds, watering) and the feeling of seeing the seeds germinate, so as to reflect the happiness and gain from the experience. Design Intention: The guided practice adopts a step-by-step mode from words and sentences to paragraphs and then to the whole text, which conforms to the law of students’ language learning and helps students break through difficulties gradually. The provision of scenarios and frameworks reduces the difficulty of writing for students, especially those with weak language foundation, and enhances their confidence in writing. Peer evaluation not only allows students to learn from each other and find their own shortcomings, but also cultivates their cooperative learning ability and critical thinking ability. Independent Writing: Complete the Task and Show the Works The teacher assigns the formal writing task: “Write an informal letter to your friend, sharing an experience that made you feel good. You should include the process of the experience, your feelings and the gains from it. Pay attention to the format of the informal letter, the correct use of vocabulary and sentence patterns, and the logical connection of the text.” During the independent writing process, students can refer to the model letters, core vocabulary and sentence patterns learned in the class, and the teacher walks around the classroom to provide targeted guidance. For students who have difficulty in determining the theme, the teacher helps them recall their daily experiences (such as participating in a volunteer activity, helping others, achieving a small goal) and determine the writing theme; for students who have problems in logical connection, the teacher reminds them to use appropriate connecting words; for students who have insufficient vocabulary, the teacher provides appropriate vocabulary suggestions. At the same time, the teacher reminds students to pay attention to the accuracy of grammar, spelling and punctuation, and to express their feelings naturally with specific details. After students finish writing, the teacher selects 3-5 works (including excellent works and works with typical problems) to display on the screen. For excellent works, the teacher asks the author to share his writing ideas, and guides other students to learn from the advantages of the works (such as clear structure, rich details, natural emotional expression). For works with typical problems, the teacher guides students to find the problems together (such as incorrect format, empty emotional expression, illogical connection) and puts forward modification suggestions, so that students can avoid similar mistakes in their own writing. Design Intention: Independent writing is the key link to test students’ learning effect and improve their language application ability. The assignment of targeted writing tasks is closely connected to the unit theme and students’ daily life, which can stimulate students’ writing motivation and enable them to apply the knowledge and skills learned in the class to practice. The teacher’s on-site guidance ensures that each student can get help in time, and the display and comment of works not only affirm the achievements of excellent students, but also help other students find their own shortcomings and improve their writing level. Revision and Improvement: Optimize the Works and Deepen Understanding After the work display and comment, the teacher asks students to revise their own works according to the teacher’s comments and peer evaluation suggestions. The revision requirements are: Check the format of the informal letter to ensure that there is no mistake in greeting, closing and signature; Modify the illogical parts of the text and add appropriate connecting words to make the text coherent; Supplement specific details to make the emotional expression more natural and true; Correct grammar, spelling and punctuation mistakes. In the process of revision, students can exchange their works with deskmates again, discuss the revision plan together, and help each other improve their works. The teacher walks around to guide students’ revision, focuses on helping students with weak foundation to revise their works, and ensures that each student can make progress in revision. After the revision, students submit their revised works to the teacher, and the teacher will make detailed comments after class, pointing out the advantages and existing problems of each work, and putting forward targeted improvement suggestions. Design Intention: Revision is an important link in the writing process, which can help students find their own shortcomings and improve their writing level. By guiding students to revise their works independently and cooperatively, their autonomous learning ability and cooperative learning ability are cultivated. The teacher’s after-class detailed comments can help students further understand their own problems and lay a foundation for their future writing learning. At the same time, the revision process also enables students to deeply understand the requirements of emotional expression in writing and deepen their mastery of the key and difficult points of this lesson. Summary and Extension: Consolidate Knowledge and Expand Vision First, the teacher leads students to summarize the key points of this lesson: the format of the informal letter, the core vocabulary and sentence patterns for emotional expression, the methods of expressing feelings naturally with details, and the logical connection of the text. The teacher emphasizes that writing an informal letter is an important way to express feelings and communicate with others, and that only by combining specific details can we make the emotional expression more true and moving. Then, the teacher carries out the extension activity: “Different cultures have different ways of expressing feelings. Please search for the characteristics of emotional expression in English letters and Chinese letters after class, and write a short report to share in the next class.” At the same time, the teacher assigns after-class homework: Polish the revised letter and copy it neatly; Write a diary about one of your daily experiences that made you feel good, using the vocabulary and sentence patterns learned in this lesson; Read 2-3 English informal letters and summarize their writing characteristics. Design Intention: The summary link helps students sort out the knowledge and skills learned in this lesson, form a systematic knowledge structure, and consolidate the learning effect. The extension activity connects the classroom teaching with cross-cultural communication, which helps students enhance their cultural awareness and expand their vision. The after-class homework is closely connected to the classroom teaching, which can help students consolidate the knowledge and skills learned in the class, and further improve their writing ability and autonomous learning 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 $