Unit 2 Digital humans-Writing 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 2 Digital humans-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to write argumentative essays about digital humans, cultivating cultural awareness of technological and humanistic integration, promoting critical thinking to analyze pros and cons, and fostering learning ability to use writing strategies independently. 教学重难点 Key: Master argumentative writing structure (introduction, body with pros/cons, conclusion) and topic-related vocabulary. Difficulty: Use logical connectives properly and express viewpoints objectively with sufficient supporting details. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing short video clips of digital humans in different scenarios, such as digital anchors, virtual idols, and digital teachers. After playing the video, the teacher asks students two guiding questions: “Have you seen digital humans in your daily life? What do you think of them?” Then, the teacher invites 3-4 students to share their opinions freely in English. Some students may mention that digital humans are fashionable and convenient, while others may worry about their negative impacts, such as job losses. After the sharing, the teacher summarizes: “Digital humans, as a product of technological development, have brought great changes to our life. Today, we will learn to write an argumentative essay to discuss the advantages and disadvantages of digital humans, expressing our own viewpoints clearly and logically.” Design Intention: The video clips can visually present the appearance and application scenarios of digital humans, which is helpful for students to connect their daily life experience with the teaching content. The guiding questions can activate students’ prior knowledge and stimulate their interest in the topic, laying a foundation for the subsequent writing teaching. Meanwhile, free sharing can train students’ oral expression ability and help the teacher understand students’ initial understanding of digital humans, so as to adjust the teaching progress and content in a targeted manner. Pre-writing: Input Language and Master Writing Structure Vocabulary and Phrase Input The teacher presents a list of topic-related vocabulary and phrases on the blackboard or multimedia courseware, including both basic and advanced expressions. Basic vocabulary and phrases: digital human, virtual agent, technology, convenience, efficiency, entertainment, employment, impact, advantage, disadvantage. Advanced vocabulary and phrases: LLM-powered entity, information processing superiority, operational efficiency, personalized support, psychological safety, algorithmic bias, interactional rigidity, cognitive distraction, hallucination, transparency. Then, the teacher explains the meaning and usage of these words and phrases with specific examples. For example, when explaining “information processing superiority”, the teacher says: “Digital humans have information processing superiority, which means they can rapidly collect, summarize and organize large-scale data from the Internet, providing real-time information synthesis for people.” When explaining “algorithmic bias”, the teacher gives an example: “Some digital humans may have algorithmic bias, leading to unfair feedback or recommendations.” After the explanation, the teacher organizes a quick memory activity: students work in pairs to make sentences with the given vocabulary and phrases, and each pair shares 2-3 sentences with the whole class. The teacher corrects the mistakes in the sentences and emphasizes the key points of usage. Design Intention: Vocabulary and phrases are the basis of writing. By inputting topic-related vocabulary and phrases, students can enrich their language reserve and avoid the problem of lacking words when writing. The combination of explanation and example helps students understand the usage of words and phrases more deeply. The pair activity can enhance students’ participation and memory effect, and the teacher’s correction can help students avoid common mistakes, laying a solid language foundation for writing. Sentence Pattern Guidance Based on the argumentative writing about digital humans, the teacher summarizes several common sentence patterns that can be used to express advantages, disadvantages and viewpoints. For expressing advantages: “One of the main advantages of digital humans is that...”, “Digital humans can bring great convenience to people by...”, “Thanks to digital humans, people are able to...”. For expressing disadvantages: “However, digital humans also have some obvious disadvantages, such as...”, “Despite their advantages, digital humans may cause problems like...”, “One potential drawback of digital humans is that...”. For expressing viewpoints: “From my perspective, digital humans are a double-edged sword...”, “In my opinion, the advantages of digital humans outweigh their disadvantages...”, “As far as I am concerned, we should make rational use of digital humans...”. The teacher explains each sentence pattern in detail, and gives example sentences combined with the topic of digital humans. Then, the teacher asks students to practice making sentences with these sentence patterns, and invites some students to write their sentences on the blackboard for comment. Design Intention: Sentence patterns are the framework of writing. By guiding students to master common sentence patterns for argumentative writing, students can express their ideas more smoothly and standardly. The combination of explanation and example helps students understand the application scenario of each sentence pattern. The practice of making sentences can help students consolidate the mastered sentence patterns and improve their ability to use sentence patterns flexibly. Writing Structure Analysis The teacher presents a model essay about the advantages and disadvantages of digital humans on the multimedia courseware. The model essay is structured clearly, including three parts: introduction, body and conclusion. The teacher guides students to analyze the structure of the model essay paragraph by paragraph. First, the introduction part: It starts with a background statement about the development of digital humans, and then puts forward the central viewpoint that digital humans have both advantages and disadvantages. Second, the body part: It is divided into two paragraphs, one for advantages and one for disadvantages. Each paragraph starts with a topic sentence, and then uses specific details and examples to support the topic sentence. For example, in the advantage paragraph, the topic sentence is “Digital humans bring many benefits to people’s life and work”, and then it lists the advantages of information processing superiority, operational efficiency and personalized support with specific examples. In the disadvantage paragraph, the topic sentence is “However, digital humans also bring some negative impacts”, and then it mentions the problems of algorithmic bias, interactional rigidity and cognitive distraction. Third, the conclusion part: It summarizes the advantages and disadvantages of digital humans, and puts forward a reasonable viewpoint that we should make rational use of digital humans to give full play to their advantages and avoid their disadvantages. After analyzing the model essay, the teacher summarizes the structure of argumentative essay about advantages and disadvantages: Introduction (background + central viewpoint) → Body (advantage paragraph: topic sentence + supporting details; disadvantage paragraph: topic sentence + supporting details) → Conclusion (summary + reasonable suggestion/viewpoint). Then, the teacher emphasizes the key points of each part: the introduction should be concise and clear, and the central viewpoint should be prominent; the body part should have clear topic sentences, and the supporting details should be specific and reasonable; the conclusion should be concise and comprehensive, and put forward constructive suggestions or viewpoints. Design Intention: The model essay can provide a specific example for students to understand the writing structure and language characteristics of argumentative essay. By guiding students to analyze the model essay independently, students can deeply understand the structure of each part of the argumentative essay and the writing skills of each part. The teacher’s summary can help students sort out the writing framework clearly, so that students can have a clear direction when writing. While-writing: Guide Students to Complete the Essay Independently Before students start writing, the teacher puts forward specific writing requirements: First, the essay should focus on the topic of “the advantages and disadvantages of digital humans”, and the central viewpoint should be clear. Second, the structure should be complete, including introduction, body and conclusion. Third, the language should be accurate and fluent, and appropriate vocabulary, phrases and sentence patterns should be used. Fourth, the viewpoint should be objective, and both advantages and disadvantages should be mentioned, with specific supporting details. Fifth, the essay should be written in English, and there should be no grammatical or spelling mistakes. Then, students start to write independently. The teacher walks around the classroom to observe students’ writing situation, and provides targeted guidance for students who have difficulties. For students who don’t know how to start writing, the teacher reminds them to refer to the model essay and the sentence patterns learned, and start with the background of digital humans. For students who lack supporting details, the teacher guides them to think about the application scenarios of digital humans in life, work and study, and find specific examples to support their viewpoints. For students who have grammatical or spelling mistakes, the teacher corrects them in time and explains the reasons. For example, if a student writes “Digital human can help people work more efficiently”, the teacher reminds the student to use the plural form “Digital humans” and corrects the sentence to “Digital humans can help people work more efficiently”. If a student uses the wrong logical connective, such as “But digital humans also have disadvantages”, the teacher suggests the student use “However” to make the transition more natural. During the writing process, the teacher also pays attention to students’ writing attitude and progress, and encourages students who write slowly to speed up properly, while reminding students who write quickly to check their writing carefully to avoid mistakes. Design Intention: The specific writing requirements can help students clarify the writing standards and avoid deviating from the topic or lacking key parts. Independent writing can train students’ ability to use language and writing strategies independently. The teacher’s targeted guidance can help students solve the difficulties encountered in the writing process in time, ensure that each student can complete the writing task smoothly, and improve the quality of students’ writing. Post-writing: Evaluation, Revision and Improvement Peer Evaluation After students finish writing, the teacher organizes peer evaluation activities. Students are divided into groups of 4-5, and each student exchanges their essays with their group members. The teacher provides a peer evaluation checklist to guide students to evaluate each other’s essays. The checklist includes the following items: 1. Is the topic prominent and the central viewpoint clear? 2. Is the structure complete (introduction, body, conclusion)? 3. Are the advantages and disadvantages clearly stated with specific supporting details? 4. Is the language accurate and fluent, with appropriate vocabulary and sentence patterns? 5. Are there any grammatical or spelling mistakes? 6. Are the logical connectives used properly? Students evaluate their group members’ essays according to the checklist, and write down the advantages and areas for improvement of each essay. Then, each group holds a small discussion, and each student shares their evaluation opinions with the group members. The author of the essay listens carefully to the opinions of the group members and takes notes. For example, if a student’s essay lacks supporting details, the group members can suggest that he add specific examples of digital humans in education or entertainment; if a student’s logical connection is not smooth, the group members can suggest that he use more logical connectives such as “besides”, “therefore”, “on the other hand”. Design Intention: Peer evaluation can not only let students learn from each other’s strengths, but also help students find their own shortcomings in writing. The evaluation checklist can guide students to evaluate scientifically and avoid blind evaluation. The group discussion can enhance students’ communication ability and cooperative learning ability, and let students understand different viewpoints, so as to improve their own writing level. Teacher Evaluation and Comment After the peer evaluation, the teacher collects some representative essays, including excellent essays and essays with common problems. First, the teacher presents the excellent essays to the whole class, reads them aloud, and analyzes their advantages: clear central viewpoint, complete structure, accurate and fluent language, specific supporting details, and proper use of logical connectives. The teacher encourages other students to learn from these excellent essays and absorb their writing experience. Then, the teacher presents the essays with common problems, such as unclear central viewpoint, incomplete structure, lack of supporting details, and grammatical mistakes. The teacher analyzes these problems one by one, explains the reasons for the problems, and puts forward specific revision suggestions. For example, for an essay with unclear central viewpoint, the teacher suggests that the student revise the introduction part to make the central viewpoint more prominent; for an essay with lack of supporting details, the teacher suggests that the student add specific examples or data to support the viewpoint; for an essay with grammatical mistakes, the teacher corrects the mistakes and explains the relevant grammatical knowledge. In addition, the teacher also makes a comprehensive evaluation of the overall writing situation of the class, affirms the progress made by the students, such as the flexible use of vocabulary and sentence patterns, and points out the common problems existing in the class, such as the improper use of logical connectives and the lack of supporting details, and puts forward targeted improvement suggestions for the whole class. Design Intention: The teacher’s evaluation and comment can help students have a clearer understanding of their own writing level. The analysis of excellent essays can set an example for students and stimulate their writing motivation. The analysis of common problems can help students avoid making the same mistakes, and the targeted revision suggestions can guide students to improve their writing level effectively. The comprehensive evaluation of the whole class can help students understand the overall situation and clarify the direction of improvement. Independent Revision After the peer evaluation and teacher evaluation, students take back their own essays and revise them according to the evaluation opinions and revision suggestions. During the revision process, students can refer to the vocabulary, phrases and sentence patterns learned in the class, and the structure of the model essay. The teacher walks around the classroom again to provide guidance for students who have difficulties in revision. For example, if a student does not know how to add supporting details, the teacher guides him to think about the specific application of digital humans in a certain field, such as digital teachers in online learning, and describes their functions and effects as supporting details. If a student does not know how to use logical connectives properly, the teacher reminds him to use different logical connectives according to the logical relationship between paragraphs and sentences. After revising their essays, students submit their revised essays to the teacher. The teacher checks the revised essays again, and provides further guidance for students who still have problems, ensuring that each student can make progress through revision. Design Intention: Revision is an important link in the writing process, which can help students improve the quality of their essays and deepen their understanding of writing skills. Independent revision can train students’ ability to find and correct mistakes independently. The teacher’s guidance during the revision process can help students solve the difficulties encountered in the revision process, ensure that the revision is effective, and further improve students’ writing ability. Summary and Extension At the end of the class, the teacher summarizes the content of this lesson: “In this class, we have learned the vocabulary, phrases and sentence patterns related to digital humans, mastered the structure of argumentative essay about advantages and disadvantages, and completed the writing task through independent writing, peer evaluation and revision. We have also learned to analyze the advantages and disadvantages of digital humans objectively and express our own viewpoints clearly and logically.” Then, the teacher puts forward an extension task: “After class, you can collect more information about digital humans, such as the latest technological developments of digital humans and their application in more fields, and revise your essay again, adding more new content and details to make your essay more rich and in-depth. In addition, you can also write a short essay about your expectations for the future development of digital humans, and we will share them in the next class.” Design Intention: The summary can help students sort out the knowledge and skills learned in this lesson, deepen their memory and understanding. The extension task can expand students’ knowledge horizon, encourage students to pay more attention to the development of digital technology, and further consolidate and improve their writing ability. At the same time, the extension task can also connect the classroom teaching with the real life, making the writing teaching more practical and meaningful. 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 $