Unit 4 Inspiration-Writing 讲义-2025-2026学年高中英语沪教版选择性必修第二册

Unit 4 Inspiration-Writing 教学目标和重难点 教学目标 It focuses on language competence, cultivating students’ ability to use appropriate words and structures to express inspiration. It develops thinking quality, guides logical organization and critical thinking. It strengthens cultural awareness and promotes autonomous and cooperative learning ability. 教学重难点 Key points: Mastering vocabulary and sentence patterns related to inspiration, and structuring argumentative essays logically. Difficult points: Using specific examples to support views and integrating personal feelings naturally into writing. 教学过程 Step 1: Lead-in and Warm-up The teacher starts the class by showing a short video clip about three inspiring figures: a teenager who persists in scientific research, a volunteer who devotes himself to public welfare, and a writer who overcomes difficulties to create. The video is vivid and concise, showing their behaviors, words and the inspiration they bring to others. After playing the video, the teacher asks students two questions in English: “Who in the video impresses you most? What inspiration do you get from him/her?” Then, invite 3-4 students to share their views freely. During the sharing process, the teacher writes down key words and expressions mentioned by students on the whiteboard, such as “persistence”, “devotion”, “overcome difficulties”, “inspire”, “motivate”, and guides students to use simple sentences to express their ideas. Design Intention: The video with real and touching scenes can quickly attract students’ attention and arouse their emotional resonance, making them naturally enter the theme of “inspiration”. By asking questions and encouraging sharing, it not only activates students’ prior knowledge and oral expression ability, but also helps the teacher understand students’ existing vocabulary reserve and understanding of “inspiration”, laying a solid foundation for the subsequent writing teaching. Meanwhile, writing down key words and expressions can provide effective language support for students’ later writing. Step 2: Theme Analysis and; Language Input First, the teacher leads students to discuss the theme of “inspiration” in groups of 4. The discussion questions are: “What is inspiration in your opinion? Where can we get inspiration in daily life? Can you list more examples of inspiring people or things around you?” Each group discusses for a few minutes, and then each group sends a representative to report the discussion results. The teacher comments on each group’s report, summarizes the core meaning of “inspiration” — a kind of motivation or enlightenment that encourages people to move forward, and sorts out the common sources of inspiration, such as people around, life experiences, natural scenery and classic works. Then, the teacher focuses on the language input related to writing. First, introduce core vocabulary and phrases: inspiration, inspire, motivation, devotion, perseverance, strive, overcome, challenge, make a difference, take action, be determined to do, draw strength from, etc. For each word and phrase, the teacher gives a simple and practical example sentence, such as “His perseverance inspires me to keep trying.” “We can draw strength from the stories of inspiring people.” Then, introduce common sentence patterns for expressing views and supporting examples: 1. As far as I am concerned, the most inspiring person around me is... 2. What inspires me most is his/her... 3. For example, he/she once... 4. From his/her experience, I realize that... 5. His/her story tells us that... The teacher explains the usage of these sentence patterns in detail and invites students to make simple sentences with them to consolidate their memory and application. Next, the teacher guides students to read the sample essay on Page 70-71 of the textbook. Before reading, the teacher puts forward two guiding questions: 1. What is the writer’s opinion on the famous writer’s claim? 2. What story does the writer use to support his/her opinion? Students read the sample essay silently and then discuss the questions in groups. After the discussion, the teacher invites students to answer the questions, and then analyzes the structure of the sample essay together with students: the first paragraph puts forward the author’s opinion on the famous writer’s claim; the middle paragraphs tell the story of an outstanding teenager, including his words, actions and achievements; the last paragraph summarizes the inspiration gained from the story. At the same time, the teacher points out the excellent expressions and sentence patterns in the sample essay, such as the use of “for instance”, “in addition”, “therefore” to connect paragraphs, and the detailed description of the teenager’s actions and words, which makes the article more convincing. Design Intention: Group discussion can stimulate students’ thinking, let them express their views freely, and deepen their understanding of the theme of “inspiration” through mutual exchange. Language input is the foundation of writing. By introducing core vocabulary, phrases and sentence patterns, students can master the basic language tools needed for writing. Reading and analyzing the sample essay can help students understand the structure of argumentative essays related to inspiration, learn excellent writing methods and expressions, and provide a model for their own writing. The guiding questions can guide students to read purposefully and improve their reading efficiency and ability to extract key information. Step 3: Writing Guidance and Practice First, the teacher clarifies the writing task: The local newspaper invites high school students to write short essays in response to a famous writer’s claim that “teenagers today have few teen role models”. Students need to express their opinions on this claim and share stories of outstanding teenagers they know to support their views. Then, the teacher guides students to sort out the writing outline step by step. The first part is the opening paragraph: Clearly put forward your own opinion on the famous writer’s claim — agree or disagree, and briefly explain the reason. The teacher reminds students to use the sentence patterns learned earlier, such as “I disagree with the writer’s claim because there are many outstanding teenagers around us who can be our role models.” The second part is the body paragraph: Tell a specific story of an outstanding teenager. The teacher emphasizes that the story should include specific details, such as the teenager’s words, actions and achievements, so as to make the argument more convincing. For example, if the teenager is interested in environmental protection, he/she can describe how he/she organizes environmental protection activities, how he/she persuades others to protect the environment, and what achievements he/she has made. At the same time, the teacher guides students to use appropriate connecting words to make the story coherent, such as “at first”, “then”, “finally”, “in addition”. The third part is the closing paragraph: Summarize the inspiration gained from the story, and connect it with the opening paragraph to form a complete structure. The teacher suggests that students can use sentence patterns such as “From his/her story, I learn that...”, “His/her experience inspires me to...”, to express their feelings and insights. After clarifying the outline, the teacher arranges a small-scale writing practice: Ask students to complete the outline of their own essays, including the opening opinion, the key details of the story and the closing inspiration. During this process, the teacher walks around the classroom, answers students’ questions in time, and provides targeted guidance for students who have difficulties. For example, for students who can’t think of a suitable story, the teacher can remind them of the examples discussed earlier; for students who can’t organize their language, the teacher can guide them to use the learned vocabulary and sentence patterns. Then, invite 2-3 students to share their outlines with the whole class. The teacher and other students comment on the outlines together, pointing out the advantages and areas that need improvement, such as whether the opinion is clear, whether the story details are specific, and whether the structure is reasonable. Through mutual evaluation, students can learn from each other and improve their ability to sort out writing outlines. Design Intention: Clarifying the writing task and outline can help students establish a clear writing direction and avoid the problem of disorganized writing. The small-scale outline practice can reduce the difficulty of writing, let students focus on the organization of ideas and the selection of details, and lay a foundation for the formal writing. The teacher’s on-site guidance can timely solve the problems encountered by students in the process of sorting out the outline, and ensure that every student can complete the outline smoothly. Mutual evaluation can not only help students find their own shortcomings, but also learn from others’ advantages, and cultivate their critical thinking ability and cooperative learning ability. Step 4: Independent Writing and Individual Guidance On the basis of completing the outline, students start independent writing. The teacher reminds students to pay attention to the following points: 1. Use the learned vocabulary, phrases and sentence patterns flexibly to ensure the accuracy and fluency of language; 2. Pay attention to the coherence of paragraphs, use appropriate connecting words; 3. The story details should be specific and vivid, which can better support your own opinion; 4. Pay attention to the spelling, grammar and punctuation, avoid basic mistakes. During the independent writing process, the teacher walks around the classroom to observe students’ writing situation, and provides individual guidance for students with different levels. For students with strong writing ability, the teacher encourages them to use more complex sentence patterns and rich vocabulary to improve the quality of the article; for students with average writing ability, the teacher helps them sort out their ideas, reminds them of the use of sentence patterns and connecting words, and helps them correct basic mistakes; for students with weak writing ability, the teacher provides more specific guidance, such as helping them organize sentences, select appropriate words, and ensure that they can complete the writing task smoothly. If students encounter difficulties in the writing process, such as not knowing how to describe the details of the story or how to express their feelings, they can ask the teacher for help at any time. The teacher answers patiently and guides students to think independently, rather than directly giving the answers, so as to cultivate students’ independent writing ability. Design Intention: Independent writing is the key link to test students’ learning effect and improve their writing ability. It can let students apply the learned knowledge and skills to practice, and realize the transformation from input to output. Individual guidance can take care of students with different levels, meet their different learning needs, help students solve their own problems in writing, and improve their writing confidence and ability. Encouraging students to ask questions actively can cultivate their learning initiative and problem-solving ability. Step 5: Peer Evaluation and Revision After students finish their independent writing, the teacher arranges peer evaluation. Students are divided into groups of 4, and each student exchanges their articles with their group members. The teacher provides an evaluation standard for peer evaluation, including the following aspects: 1. Is the opinion clear and distinct? 2. Is the story detailed and convincing? 3. Is the structure complete (opening, body, closing)? 4. Is the language accurate and fluent, and are the vocabulary and sentence patterns used flexibly? 5. Are there any spelling, grammar or punctuation mistakes? Each student reads their group members’ articles carefully, evaluates them according to the evaluation standard, and writes down the advantages and suggestions for revision on the article. Then, the group members discuss their evaluations with each other, communicate their views, and put forward more targeted revision suggestions. For example, if a student’s article lacks specific details, other group members can remind him/her to add some specific actions or words of the teenager; if there are many grammar mistakes, group members can help him/her correct them together. After the group discussion, students take back their own articles and revise them according to the suggestions put forward by their group members and the teacher’s guidance. During the revision process, students need to carefully check their articles, modify the inappropriate expressions, supplement the missing details, correct the mistakes, and improve the quality of the articles. The teacher walks around the classroom to guide students’ revision, and helps students solve the problems encountered in the revision process. Design Intention: Peer evaluation can let students learn from each other, find their own shortcomings in the process of reading others’ articles, and at the same time, improve their ability to evaluate and appreciate articles. The evaluation standard can make the peer evaluation more targeted and standardized, avoid the randomness of evaluation. Revision is an important link in the writing process, which can help students improve their writing ability and cultivate their rigorous learning attitude. Through revision, students can deepen their understanding of the writing requirements and improve the accuracy and fluency of their language. Step 6: Sample Display and Summary The teacher selects 2-3 representative articles from the students’ works, including one excellent article and 1-2 articles with common problems. First, the teacher reads the excellent article to the whole class, and analyzes its advantages: clear opinion, specific story details, fluent language, flexible use of vocabulary and sentence patterns, and complete structure. Then, invite the student who wrote the excellent article to share his/her writing ideas and experience, such as how to select the story, how to organize the language, and how to express his/her feelings. This can not only affirm the student’s achievements, but also provide a good model for other students. Then, the teacher analyzes the articles with common problems, points out the existing problems, such as unclear opinion, insufficient story details, inappropriate use of connecting words, and basic grammar mistakes, and puts forward targeted revision suggestions. The teacher reminds students to avoid these problems in their future writing. Finally, the teacher summarizes the whole class. The teacher reviews the key points of this lesson: the theme of “inspiration”, the core vocabulary, phrases and sentence patterns related to writing, the structure of the argumentative essay, and the writing skills. The teacher emphasizes that writing is a process of continuous practice and revision, and encourages students to observe and accumulate in daily life, find inspiring people and things around them, and constantly improve their English writing ability. At the same time, the teacher assigns after-class homework: Revise the article again according to the revision suggestions, and submit it to the teacher; Find one more inspiring story and write a short paragraph to describe it, using the learned vocabulary and sentence patterns. Design Intention: Displaying excellent articles can set a model for students, stimulate their writing enthusiasm, and let them learn useful writing experience. Analyzing the articles with common problems can help students realize their own possible mistakes, and avoid making the same mistakes in the future. The summary can help students sort out the knowledge and skills learned in this lesson, deepen their memory and understanding. The after-class homework can consolidate the learning effect of this lesson, and encourage students to apply the learned knowledge to daily life, so as to achieve the purpose of improving their writing 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 $