Unit 1 Decisions-Writing 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 1 Decisions-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to write logically about decision-making, cultivates their thinking quality of critical analysis and logical reasoning, strengthens their cultural awareness of understanding decision differences in diverse cultures, and improves their learning ability of autonomous and cooperative writing. 教学重难点 Key points: Mastering words and sentence patterns related to decision-making, and structuring a coherent argumentative essay on decision choices. Difficult points: Using logical connectors properly, analyzing decision pros and cons critically, and expressing personal views clearly and persuasively. 教学过程 Step 1: Lead-in and Warm-up The teacher starts the class with an interactive question: “What important decision have you made recently? How did you make it?” Then, invite 3-4 students to share their experiences briefly in English. After that, show a short video clip (2-3 minutes) about a student facing a decision: choosing to join the school English club or focus on academic tutoring. After watching the video, ask students to discuss in pairs: “What factors did the student consider? Do you agree with his/her possible choice? Why?” Design Intention: The lead-in links the teaching content with students’ real life, which can quickly arouse their learning interest and activate their existing knowledge and experience related to “decisions”. The video provides a specific situational context, helping students understand the core of decision-making—weighing factors and making choices. Pair discussion enables students to practice oral expression initially, lays a foundation for subsequent writing, and also cultivates their cooperative learning awareness. Step 2: Vocabulary and Sentence Pattern Input First, the teacher presents key vocabulary related to decision-making on the blackboard or multimedia, including nouns (decision, choice, consequence, alternative, trade-off), verbs (decide, choose, consider, weigh, evaluate), adjectives (difficult, crucial, reasonable, wise), and adverbs (carefully, eventually, fortunately). For each word, the teacher provides a sample sentence combined with the theme of “student decisions”, such as “When making a decision, we should weigh the pros and cons carefully.” “The consequence of his hasty choice is that he missed the opportunity.” Then, guide students to read the words and sentences aloud twice to familiarize themselves with the pronunciation and usage. Next, focus on key sentence patterns for expressing decisions and reasons: 1. When faced with..., I decide to... because... 2. After weighing the advantages and disadvantages of..., I finally choose... 3. Some people think..., while others argue that..., but in my opinion... 4. The main factors influencing my decision are... 5. Making this decision is crucial for me because it will affect... The teacher explains the structure and usage of each sentence pattern, and invites students to make simple sentences with the new vocabulary and sentence patterns, such as “When faced with the choice between studying abroad and staying in China, I decide to stay in China because I want to be with my family.” Design Intention: Vocabulary and sentence patterns are the basis of writing. By focusing on theme-related vocabulary and practical sentence patterns, students can accumulate language materials needed for writing, avoiding the problem of being unable to express their ideas due to lack of words. Sample sentences combined with students’ real situations enhance the pertinence and practicability of language input, and oral sentence-making practice helps students master the usage of words and sentences in time, laying a solid language foundation for the following writing practice. Step 3: Text Analysis and Writing Guide The teacher presents a model essay related to the unit theme—“My Important Decision”, which is a short argumentative essay (about 150 words) introducing the author’s decision to participate in a volunteer program instead of taking a part-time job during the holiday. Then, guide students to analyze the essay in groups of 4, focusing on three aspects: 1. Structure: How is the essay organized? (Introduction: Present the decision; Body: Explain the reasons and weighing process; Conclusion: Express the significance of the decision) 2. Language: What key words and sentence patterns are used in the essay? 3. Logic: How does the author connect each part to ensure coherence? After group discussion, invite each group to send a representative to share their analysis results. The teacher summarizes and sorts out, emphasizing the standard structure of argumentative writing on decision-making: Introduction (clear presentation of the decision), Body (detailed explanation of the factors considered, such as personal interests, family expectations, future development, and the pros and cons of each choice), and Conclusion (expression of confidence in the decision or the enlightenment brought by the decision). At the same time, point out the logical connectors used in the model essay, such as however, besides, therefore, as a result, which play a key role in connecting sentences and paragraphs. Then, the teacher guides students to think about the writing topic of this class: “Write an essay about an important decision you have made, explaining your decision-making process and the reasons behind it.” The teacher reminds students to pay attention to the following points: 1. Clearly state the decision and the background of making the decision; 2. Detail the factors considered and the process of weighing choices; 3. Use the learned vocabulary and sentence patterns flexibly; 4. Ensure logical coherence and clear layers; 5. Express personal true feelings and views. Design Intention: The model essay provides a clear example for students, helping them understand the structure, language and logic of the target writing. Group analysis encourages students to think actively and cooperate with each other, improving their ability to analyze and summarize texts. The teacher’s summary and writing guidance clarify the writing requirements and methods, helping students establish a clear writing framework and avoid blind writing. Combining the model essay analysis with the specific writing topic enables students to apply the learned knowledge to practice quickly. Step 4: Pre-writing and Outline Design Ask students to think independently about their own writing content: What important decision have they made? It can be about study (such as choosing a subject, participating in a competition), life (such as learning a new skill, making a new friend), or growth (such as facing a mistake bravely, making a commitment). Then, guide students to design an outline for their essays, which includes three parts: Introduction, Body and Conclusion. The teacher provides an outline template on the multimedia: Introduction: Introduce the decision (When and what decision did you make?) Body: a. The background of making the decision (Why did you need to make this decision?) b. The factors you considered (e.g., personal interests, family advice, future impact) c. The process of weighing choices (What were the alternative choices? What were their pros and cons?) 3. Conclusion: a. Your feelings about the decision b. The significance or enlightenment of this decision Students fill in the outline according to their own ideas, and then discuss their outlines with their deskmates. Deskmates can put forward suggestions, such as “You can add more details about the pros and cons of alternative choices” or “You can use the sentence pattern ‘After weighing...’ to express the decision-making process”. The teacher walks around the classroom, observes students’ outline design, and provides targeted guidance for students who have difficulties, such as helping students who cannot determine the writing topic choose a suitable decision, or guiding students who have unclear logic sort out their ideas. Design Intention: Pre-writing outline design helps students sort out their writing ideas, avoid disorganized content and unclear logic in the writing process. The template provides a clear direction for students, reducing the difficulty of outline design. Peer discussion enables students to learn from each other, complement each other’s advantages, and improve their outline design ability. The teacher’s targeted guidance ensures that every student can complete the outline smoothly, laying a foundation for the formal writing. Step 5: While-writing and Individual Guidance Ask students to start formal writing according to their outlines, requiring them to write about 180-200 words. During the writing process, the teacher reminds students to pay attention to the following points: 1. Use the learned vocabulary and sentence patterns flexibly, and avoid repeating simple words and sentences; 2. Use logical connectors properly to ensure the coherence between sentences and paragraphs; 3. Pay attention to the tense consistency (mainly past tense and present tense); 4. Check the spelling, grammar and punctuation errors in time. The teacher walks around the classroom to provide individual guidance for students. For students who have difficulty in expression, the teacher can prompt them with appropriate words or sentence patterns, such as if a student cannot express “weigh the pros and cons”, the teacher can remind them of the phrase “weigh the advantages and disadvantages”; for students who have unclear logic, the teacher can guide them to adjust the order of paragraphs or add logical connectors; for students who finish writing in advance, the teacher can ask them to check their essays by themselves, focusing on spelling, grammar and sentence fluency, and try to improve the expression of some sentences. Design Intention: Formal writing is the key link to test students’ language application ability. Individual guidance ensures that the teacher can timely solve the problems encountered by students in the writing process, meet the learning needs of different students, and achieve personalized teaching. Reminding students of writing points helps them pay attention to the details of writing and improve the quality of their essays. Self-check for advanced students helps them develop good writing habits and improve their ability to correct errors independently. Step 6: Post-writing and Peer Evaluation After all students finish writing, ask them to exchange their essays with their group members (4 students in a group) for peer evaluation. The teacher provides an evaluation standard on the multimedia, including four aspects: 1. Content: Whether the decision is clear, whether the reasons are sufficient, whether the decision-making process is detailed (3 points); 2. Language: Whether the vocabulary and sentence patterns are used flexibly, whether there are spelling and grammar errors (3 points); 3. Logic: Whether the structure is clear, whether the logical connectors are used properly (2 points); 4. Expression: Whether the feelings are true, whether the expression is fluent (2 points). Each student evaluates their group members’ essays according to the standard, gives a score, and writes down at least two advantages and one suggestion for improvement. After peer evaluation, each group selects one representative essay (it can be an excellent essay or an essay with typical problems) to share with the whole class. For excellent essays, the teacher asks the representative to read the essay aloud, and then analyzes the advantages of the essay, such as rich vocabulary, clear logic and true feelings, and encourages other students to learn from it. For essays with typical problems, the teacher guides the whole class to discuss and put forward improvement suggestions, such as “The decision-making process is too simple, you can add more details about the factors considered” or “There are some grammar errors, such as tense inconsistency, which need to be corrected”. Design Intention: Peer evaluation not only enables students to learn from each other’s advantages and find their own problems, but also improves their ability to evaluate and appreciate essays. The clear evaluation standard makes the peer evaluation more targeted and fair. Sharing representative essays helps to strengthen the effect of teaching feedback, let students have a deeper understanding of the key points and difficulties of writing, and also enhances the sense of participation and achievement of students. Step 7: Revision and Summary Ask students to revise their own essays according to the peer evaluation and the teacher’s comments. During the revision process, students need to focus on the problems pointed out, such as supplementing content, correcting grammar errors, adjusting logical structure, and improving language expression. The teacher continues to walk around the classroom to provide guidance for students who have difficulty in revision. After the revision, the teacher makes a summary of the whole class: First, review the key vocabulary, sentence patterns and writing structure learned in this class, emphasizing that when writing about decision-making, we should focus on clarity, logic and fluency. Then, affirm the progress made by students in this class, such as active participation in discussions, reasonable outline design and continuous improvement in writing. Finally, put forward requirements for after-class review: 1. Recite the key vocabulary and sentence patterns learned in this class; 2. Polish the revised essay and hand it in; 3. Observe the decisions around you and try to describe them in English with the learned knowledge. Design Intention: Revision is an important link to improve writing quality. Guiding students to revise their essays according to feedback helps them deepen their understanding of writing requirements and improve their writing ability. The class summary helps students sort out the knowledge and skills learned in this class, strengthen memory, and lay a foundation for subsequent learning. After-class requirements help students consolidate the learned content and realize the connection between classroom learning and daily life. 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 $