Unit 1 Across the globe-Writing 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 1 Across the globe-Writing 教学目标和重难点 教学目标 It focuses on language ability by training global-themed writing skills, cultivates cultural awareness through understanding cross-cultural diversity, develops thinking quality via logical organization, and enhances learning ability by guiding autonomous and cooperative writing practice. 教学重难点 Key: Mastering vocabulary and sentence patterns related to global culture and writing a coherent essay with clear structure. Difficulty: Using appropriate logical connections and integrating cross-cultural elements to express views accurately. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a series of pictures and short video clips about global cultural scenes, such as the Spring Festival in China, cherry blossom viewing in Japan, Oktoberfest in Germany, and carnival in Brazil. Then the teacher asks open-ended questions in English: “Have you ever experienced or heard of any cross-cultural activities? What do you know about the cultural characteristics of different countries across the globe?” After asking the questions, the teacher invites 3-4 students to share their ideas freely. During the sharing process, the teacher positively responds to the students’ answers, guides them to use simple English to express their views, and appropriately supplements relevant vocabulary, such as “cultural diversity”, “cross-cultural communication”, “traditional custom” and “unique feature”. Finally, the teacher summarizes: “Today, we will learn to write an essay about cross-cultural communication or global cultural diversity, which will help us better express our understanding of the world and communicate with people from different cultures.” Design Intention: The visual materials (pictures and videos) can intuitively show the diversity of global cultures, quickly attract students’ attention and arouse their interest in the topic. The open-ended questions encourage students to combine their own life experience and prior knowledge to participate in the interaction, which not only activates the students’ existing vocabulary and expression ability related to the topic but also lays a foundation for the subsequent writing teaching. Meanwhile, the teacher’s appropriate vocabulary supplement helps students accumulate basic language materials for writing in advance. Pre-writing: Input Language Knowledge and Clarify Writing Requirements Vocabulary and Sentence Pattern Input First, the teacher arranges students to work in groups of 4 to sort out the key vocabulary and sentence patterns related to “Across the globe” learned in the previous reading and listening classes. Each group is required to list at least 8 words/phrases and 3 sentence patterns, and then send a representative to present the results to the whole class. After the group presentation, the teacher combs and supplements the key language points, focusing on the words and sentence patterns that are practical for writing. For example, vocabulary: globalization, cultural heritage, international exchange, folk custom, cultural integration, respect and understanding, diverse culture, cross-cultural difference; sentence patterns: There is no doubt that cultural diversity enriches our world. Different countries have their own unique traditions and customs, which reflect their distinct cultural characteristics. We should strengthen international exchange to promote mutual understanding between different cultures. With the development of globalization, more and more people have the chance to experience different cultures. Then, the teacher gives simple examples for each key word and sentence pattern to help students understand their specific usage. For example, for the word “cultural integration”, the teacher says: “Cultural integration refers to the process in which different cultures learn from each other and blend together. For example, many Chinese people like to celebrate Christmas, and some Westerners are interested in Chinese Kung Fu. This is a kind of cultural integration.” For the sentence pattern “There is no doubt that...”, the teacher gives an example: “There is no doubt that protecting cultural heritage is very important for maintaining cultural diversity.” Design Intention: Arranging group work to sort out vocabulary and sentence patterns can give full play to students’ autonomy and cooperative learning ability, and help students review and consolidate the knowledge they have learned before. The teacher’s combing and supplement ensure that students master the key language points needed for writing, and the specific examples make abstract vocabulary and sentence patterns more concrete and easy to understand, laying a solid language foundation for students’ writing. Text Analysis and Writing Structure Guidance The teacher distributes a model essay about global cultural diversity to each student. The model essay is concise and clear in structure, appropriate in language, and closely related to the unit theme. The teacher asks students to read the model essay silently and think about two questions: What is the main idea of the model essay? What is the structure of the model essay? (How many parts are there? What is the function of each part?) After students finish reading, the teacher organizes a class discussion to analyze the model essay together. Through discussion, students clearly understand that the model essay is divided into three parts: introduction, body and conclusion. The introduction part puts forward the topic of cultural diversity and points out its importance; the body part uses specific examples to illustrate the cultural characteristics of different countries and the significance of cross-cultural communication; the conclusion part summarizes the main views and puts forward prospects for cross-cultural exchange. On this basis, the teacher further guides students to summarize the writing structure of this type of essay: Introduction: Introduce the topic (cross-cultural communication, cultural diversity, etc.) and put forward the core viewpoint; Body: List 1-2 specific examples to support the core viewpoint, and explain the reasons or significance; Conclusion: Summarize the main content, strengthen the viewpoint, and put forward suggestions or prospects. At the same time, the teacher emphasizes the use of logical connection words in the essay, such as “firstly”, “secondly”, “besides”, “in addition”, “finally”, “therefore”, “in conclusion”, which can make the essay more coherent and logical. The teacher gives examples to show how to use these connection words in the body and conclusion parts. Design Intention: The model essay provides a specific reference for students’ writing, helping students understand the writing style and structure of the theme essay. Through reading and discussing the model essay, students can independently summarize the writing structure, which is more conducive to mastering and applying it than the teacher’s direct explanation. The emphasis on logical connection words helps students solve the problem of poor coherence in writing, and improves the logicality of their essays. Clarify Writing Tasks and Requirements The teacher informs students of the writing task: Write an essay about “Cross-Cultural Communication in the Globalized World” or “The Beauty of Global Cultural Diversity”. The specific requirements are as follows: Centering on the theme, with clear viewpoints and complete structure; Using at least 5 of the key vocabulary and 2 of the key sentence patterns learned in this class; Using appropriate logical connection words to ensure the coherence of the essay; Expressing accurately and fluently, without obvious grammatical errors; Combining specific examples to make the essay more persuasive. After clarifying the requirements, the teacher invites students to think about their own writing topics and core viewpoints, and briefly write down their writing outlines (including the main content of the introduction, body and conclusion). Students can communicate with their deskmates to discuss their outlines and put forward suggestions for each other. Design Intention: Clarifying the writing task and requirements can help students have a clear goal and avoid deviating from the theme in writing. Letting students write an outline first helps them sort out their thinking, clarify the structure of the essay, and lay a foundation for the smooth writing of the first draft. Peer communication allows students to learn from each other, complement each other’s advantages, and improve their writing outlines. While-writing: Guide Independent Writing and Provide Timely Help Students start to write the first draft independently according to their own outlines. During the writing process, the teacher walks around the classroom to observe the students’ writing situation, and provides timely guidance and help for students who have difficulties. For students who have no idea how to start writing, the teacher guides them to use the sentence patterns learned in class to write the introduction, such as “With the rapid development of globalization, cross-cultural communication has become more and more frequent.” For students who have difficulty in choosing examples, the teacher reminds them to combine their own life experience, such as the cross-cultural activities held in the school, the foreign cultures they have understood through books or the Internet, etc. For students who have problems in vocabulary and grammar, the teacher does not directly give the correct answers, but guides them to think independently, such as prompting them to recall the key vocabulary learned, or reminding them of the correct usage of grammatical structures. At the same time, the teacher reminds students to pay attention to the coherence of the essay, use logical connection words properly, and check the use of vocabulary and sentence patterns at any time to ensure that they meet the writing requirements. For students who finish writing in advance, the teacher asks them to read their own essays silently, check for grammatical errors, spelling mistakes and inappropriate expressions, and try to revise and improve their essays. Design Intention: Independent writing is the key link to training students’ writing ability, which can give full play to students’ initiative and creativity. The teacher’s patrol guidance can timely solve the difficulties encountered by students in writing, help students establish confidence in writing, and avoid students giving up because of difficulties. Reminding students to check and revise in advance helps them develop a good writing habit of careful checking. Post-writing: Improve Writing Ability Through Revision and Evaluation Peer Revision The teacher arranges students to exchange their first drafts with their group members (4 people in a group) for peer revision. Before revision, the teacher provides a revision checklist to guide students to revise systematically: Is the theme clear and the structure complete? Are the key vocabulary and sentence patterns used correctly and appropriately? Are the logical connection words used properly, and is the essay coherent? Are there any grammatical errors, spelling mistakes or inappropriate expressions? Are the examples specific and persuasive? Each student reads the group members’ essays carefully according to the checklist, puts forward specific revision suggestions, and marks the parts that need to be revised. For example, if a student’s essay lacks logical connection, the reviewer can suggest adding “besides” or “in addition” to connect the paragraphs; if there is a wrong use of vocabulary, the reviewer can point out the correct word and explain its usage. After the revision, each student communicates with the author of the essay, explains their revision suggestions, and the author listens carefully and decides whether to adopt the suggestions to revise their own essay. Design Intention: Peer revision not only can help students find the problems in their own essays through others’ perspectives but also can improve students’ reading and evaluation ability. The revision checklist provides a clear standard for students’ revision, making the revision more targeted and effective. Communication between peers helps students learn from each other’s strengths and weaknesses, and enhances their cooperative learning ability. Teacher Evaluation and Key Revision After the peer revision, the teacher collects some representative essays, including excellent essays and essays with common problems, and evaluates them in class. For excellent essays, the teacher reads them aloud to the whole class, analyzes their advantages, such as clear structure, accurate use of vocabulary and sentence patterns, specific examples and fluent expression, and encourages other students to learn from them. For essays with common problems, the teacher puts forward targeted revision suggestions, such as unclear theme, inappropriate use of logical connection words, incorrect vocabulary and grammatical errors, and guides students to revise together. For example, if an essay has the problem of unclear theme, the teacher guides the student to clarify the core viewpoint and adjust the content of each part to make it closely around the theme; if there are grammatical errors such as incorrect tense use, the teacher explains the correct usage of the tense and asks the student to correct it. At the same time, the teacher summarizes the common problems in students’ writing and emphasizes the key points that need to be paid attention to in future writing. Design Intention: The teacher’s evaluation and guidance can help students further understand their own advantages and disadvantages in writing. Reading excellent essays can set an example for students, stimulate their enthusiasm for writing, and let them know the standards of good essays. For common problems, guiding students to revise together can help all students avoid similar mistakes, improve their writing ability in a targeted way. Individual Revision and Final Draft Submission After the class evaluation, students revise their own essays again according to the peer revision suggestions and the teacher’s guidance, improve the deficiencies in the essay, and complete the final draft. When revising, students should pay attention to integrating the suggestions put forward by others, and at the same time maintain their own writing style. After completing the final draft, students submit it to the teacher, and the teacher conducts a detailed review of each student’s final draft, writes comments, points out the advantages and deficiencies, and puts forward targeted improvement suggestions. Design Intention: Individual revision is the key link to improve students’ writing level. Through repeated revision, students can gradually improve their ability to use language accurately and fluently, and form a good writing habit of careful revision. The teacher’s detailed review and comments can let students clearly know their own problems and improvement directions, which is conducive to their long-term writing ability improvement. Summary and Extension: Consolidate Learning and Expand Vision The teacher summarizes the whole class: In this class, we have learned the key vocabulary and sentence patterns related to global culture, mastered the writing structure of cross-cultural theme essays, and completed the writing task through independent writing, peer revision and teacher guidance. Writing is a process of continuous practice and improvement. We should pay attention to accumulating vocabulary and sentence patterns in daily study, observe and think more about the cultural phenomena around us, and constantly improve our English writing ability. Then, the teacher puts forward the extension task: After class, students can read more English articles about global culture, collect interesting cross-cultural stories, and write a short English reflection (about 100 words) to record their understanding of cross-cultural communication. At the same time, students can communicate with their classmates in English about their extension tasks and share their gains. Design Intention: The class summary helps students sort out the knowledge and skills learned in this class, consolidate the learning results, and clarify the direction of future efforts. The extension task expands students’ learning scope, encourages students to combine classroom learning with extracurricular practice, not only enriches their cross-cultural knowledge but also further improves their English reading and writing ability, and cultivates their cross-cultural communication awareness. 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 $