Unit 4 The senses-Writing 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 4 The senses-Writing 教学目标和重难点 教学目标 It focuses on language competence, cultivating students’ ability to use sensory words and complex sentences to describe scenes. It develops thinking quality, guiding logical organization and creative expression. It strengthens cultural awareness by comparing sensory descriptions in different cultures and promotes learning ability through independent and cooperative writing. 教学重难点 Key points: Mastering common sensory words (sight, sound, smell, taste, touch) and descriptive sentence patterns; organizing writing logically. Difficult points: Using sensory details vividly and naturally; integrating emotions into descriptions to enhance expressiveness. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video clip about a bustling morning market. The video includes vivid scenes: the bright colors of fresh fruits and vegetables, the noisy shouts of vendors, the aroma of steaming breakfast, the crisp taste of fried dough sticks, and the cool touch of morning dew on vegetables. After playing the video, the teacher asks students to share what they have seen, heard, smelled, tasted and felt in the video, using English as much as possible. During the sharing process, the teacher writes down the sensory words mentioned by students on the whiteboard, such as “colorful”, “noisy”, “fragrant”, “crisp”, “cool”, and categorizes them into five groups according to the five senses. Then, the teacher summarizes: “Our daily life is full of sensory experiences, and today we will learn how to use English to describe these wonderful experiences vividly in writing.” Design Intention: The video clip with rich sensory elements can quickly attract students’ attention and activate their prior knowledge about sensory descriptions. By asking students to share their feelings, the teacher can understand students’ existing vocabulary reserve and expression ability, lay a foundation for the subsequent teaching, and naturally lead to the theme of this writing class—using sensory details to describe scenes. Presentation: Learn Sensory Words and Descriptive Sentence Patterns First, the teacher supplements and enriches the sensory words on the whiteboard, classifying them clearly and adding more accurate and vivid expressions. For sight: “glowing”, “sparkling”, “dim”, “vibrant”; for sound: “rustling”, “buzzing”, “whispering”, “roaring”; for smell: “aromatic”, “pungent”, “fresh”, “musky”; for taste: “savory”, “sour”, “sweet and sour”, “spicy”; for touch: “smooth”, “rough”, “soft”, “prickly”. After introducing the words, the teacher gives example sentences for each sense to help students understand how to use these words in sentences. For example, sight: “The sun cast a golden glow on the quiet lake.”; sound: “The leaves rustled gently in the breeze.”; smell: “The aromatic smell of coffee filled the whole room.”; taste: “The soup was savory and warm, comforting my cold body.”; touch: “The soft fur of the cat felt like silk against my hand.” Next, the teacher focuses on introducing several common descriptive sentence patterns that can enhance the vividness of writing. There be + object + with + sensory characteristics: “There is a small garden with colorful flowers and buzzing bees.” With + noun phrase, subject + predicate: “With the warm sunlight shining through the window, I felt a sense of peace.” V-ing/V-ed phrase as adverbial: “Walking along the beach, I heard the waves crashing against the shore.” Attributive clause: “The old tree that stands in the corner of the yard has witnessed many happy moments of our family.” For each sentence pattern, the teacher explains its structure and usage, and asks students to make one sentence by themselves, using the sensory words they just learned. The teacher walks around the classroom, checks students’ sentences, and corrects mistakes in vocabulary and grammar in time. For excellent sentences, the teacher invites students to share them with the whole class and gives positive comments. Design Intention: This link aims to help students master sufficient sensory words and practical descriptive sentence patterns, which are the foundation of sensory writing. By classifying words and giving example sentences, students can understand and remember them more easily. The sentence-making practice allows students to apply the knowledge they have just learned in time, deepen their understanding, and lay a solid language foundation for the subsequent writing practice. Analysis: Appreciate Excellent Models and Summarize Writing Skills The teacher distributes a model essay related to “My Favorite Place” to each student. The essay takes a small mountain village as the description object, integrating a large number of sensory details: “When you walk into the village, you will see green mountains standing in the distance, with white clouds floating around their tops like soft cotton. You can hear the clear sound of a stream flowing through the village, mixed with the singing of birds in the trees. The air is filled with the fresh smell of soil and wild flowers, which makes people feel relaxed and happy. If you taste the local spring water, you will find it cool and sweet, refreshing your mind. The stones by the stream are smooth and cool to the touch, as if they have been polished by time.” After students finish reading the model essay, the teacher guides them to analyze it in groups. The discussion questions are: What sensory details are used in the essay? Please underline the corresponding words and sentences. How does the author organize these sensory details? What is the logical order? What makes this essay vivid and touching? After the group discussion, each group sends a representative to share their views. The teacher summarizes the key points of the model essay: First, it covers all five senses, making the description comprehensive and vivid; second, it uses a logical order from far to near, from seeing to hearing, then to smell, taste and touch, making the structure clear; third, it integrates personal feelings into the description, connecting sensory experiences with emotional expressions, which enhances the appeal of the essay. On this basis, the teacher summarizes the writing skills of sensory description: Be specific and detailed: Avoid vague descriptions, use accurate sensory words to show rather than tell. For example, instead of saying “the food is delicious”, say “the food is crispy outside and tender inside, with a sweet and sour taste that lingers on the tongue”. Arrange logically: You can use the order of space (far to near, inside to outside), time (morning to evening), or the order of the five senses (sight first, then sound, smell, taste, touch) to organize the content. Integrate emotions: Combine sensory details with personal feelings, so that readers can resonate with the author’s emotions while feeling the scene. Use diverse sentence patterns: Alternate simple sentences and complex sentences, and use participial phrases, attributive clauses and other structures to make the writing more varied. Design Intention: The model essay provides a vivid example for students, allowing them to perceive the charm of sensory writing intuitively. Through group discussion and teacher’s summary, students can actively explore and summarize writing skills, which is more effective than passive acceptance. This link helps students transform the learned language knowledge into practical writing skills, and improves their ability to appreciate and analyze excellent works. Practice: Guided Writing and Cooperative Improvement First, the teacher assigns a guided writing task: “Describe a memorable moment in your life using sensory details. You can choose a scene such as a family dinner, a trip to the countryside, a rainy afternoon, etc. Try to use the sensory words and sentence patterns we have learned, and pay attention to the logical organization and emotional integration.” Before students start writing, the teacher guides them to brainstorm. The teacher asks students to think about the following questions: What is the memorable moment you want to describe? What can you see, hear, smell, taste and feel in this moment? What emotions do you want to express through this description? What logical order will you use to organize the content? Students can write down their brainstorming results in the form of notes, and the teacher provides guidance for students who have difficulty in brainstorming, helping them open their minds. Then, students start to write independently. During the writing process, the teacher walks around the classroom, provides timely help for students who have difficulties: for students who lack sensory details, the teacher reminds them to think about their real feelings in that moment; for students who have problems in sentence patterns, the teacher guides them to use the sentence patterns they have learned; for students who have logical confusion, the teacher helps them sort out the writing ideas. At the same time, the teacher pays attention to collecting common mistakes made by students, such as incorrect use of sensory words, improper sentence structure, and lack of emotional integration, which will be focused on in the subsequent comment link. After students finish writing the first draft, the teacher organizes students to carry out peer review. Each student exchanges their draft with a deskmate, and reviews it according to the evaluation criteria formulated in advance: Are there enough sensory details (covering at least 3 senses)? Are the sensory words and sentence patterns used correctly and appropriately? Is the logical order clear? Is the emotion integrated naturally? ⑤ Are there any mistakes in vocabulary, grammar and spelling? During the peer review, students can put forward revision suggestions for each other. For example, if a student’s description is too vague, the deskmate can remind them to add specific sensory details; if there are repeated sentence patterns, the deskmate can suggest using more diverse sentence structures. The teacher walks around to guide the peer review, ensuring that students can put forward constructive suggestions and learn from each other. After the peer review, students revise their own drafts according to the suggestions put forward by their deskmates and their own thinking. The teacher invites several students (including those with good performance and those with obvious problems) to share their revised drafts with the whole class. For the drafts with good performance, the teacher affirms their advantages, such as rich sensory details, vivid language and clear logic, and asks other students to learn from them; for the drafts with problems, the teacher guides the whole class to put forward revision suggestions together, helping the students improve their writing level. Design Intention: Guided writing helps students apply the writing skills they have learned to practice, and brainstorming helps students sort out their ideas and avoid empty writing. Peer review not only allows students to learn from each other’s strengths and make up for their own weaknesses, but also improves their ability to evaluate and revise articles. The teacher’s targeted guidance and class sharing can help students find their own problems and clarify the direction of revision, thus effectively improving their writing ability. Consolidation: Expand Practice and Strengthen Memory The teacher arranges two expansion tasks for students to consolidate the knowledge and skills they have learned in this class. Task 1: Complete a short sensory description according to the given picture. The picture shows a snowy night, including scenes such as snowflakes falling, street lights, a warm room, and a cup of hot milk. Students need to use sensory details to describe the picture, focusing on practicing the use of sensory words and sentence patterns. Task 2: Collect 10 sensory words (2 for each sense) and make a sentence for each word, and accumulate them in the vocabulary notebook. The teacher requires students to complete these two tasks after class and check them in the next class. In addition, the teacher recommends some English articles and passages rich in sensory descriptions for students to read after class, such as excerpts from “The Little Prince” and “Harry Potter”, and asks students to underline the sensory details in them and analyze how the authors use these details to enhance the expressiveness of the articles. This helps students accumulate more excellent language materials and writing experience. Design Intention: The expansion tasks after class can help students consolidate the knowledge and skills they have learned in class, and realize the connection between classroom learning and after-class practice. Collecting sensory words and reading excellent articles can help students accumulate language materials for a long time, lay a solid foundation for their future writing, and gradually improve their English writing level. Summary and Reflection: Sort Out Knowledge and Clarify Direction The teacher guides students to summarize the key points of this class together: We have learned a lot of sensory words classified by the five senses, which can help us describe scenes more vividly; We have mastered several common descriptive sentence patterns, which can make our writing more varied; We have summarized the key skills of sensory writing, including being specific and detailed, arranging logically, integrating emotions and using diverse sentence patterns; We have carried out writing practice and peer review, and improved our writing and revision ability. Then, the teacher asks students to reflect on their own performance in this class: What have I learned in this class? What are my strengths in writing? What problems do I still have (such as insufficient sensory details, incorrect use of sentence patterns, etc.)? What should I do to improve my sensory writing ability in the future? Students can think silently for a few minutes, and then share their reflections with their deskmates. The teacher listens to students’ reflections, gives positive guidance and encouragement, and tells students that sensory writing requires more observation and practice in daily life. Only by paying attention to the sensory experiences around them and accumulating constantly can they write more vivid and touching articles. Design Intention: The summary link helps students sort out the knowledge and skills they have learned in this class, form a systematic cognitive structure, and deepen their memory. The reflection link encourages students to think independently, understand their own advantages and disadvantages, clarify the direction of future efforts, and cultivate their self-reflection ability and learning ability, which is in line with the requirements of core literacy training. 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 $