Unit 2 Things that matter - Writing 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 2 Things that matter - Writing 教学目标和重难点 教学目标 It develops language ability via writing about meaningful things; cultivates cultural awareness by comparing their connotations at home and abroad; fosters thinking quality through logical organization and critical revision; and promotes learning ability by independent and cooperative practice. 教学重难点 Key points: Master descriptive vocabulary and complex sentences about things that matter; structure a coherent passage with clear logic. Difficult points: Express emotional and cultural meanings accurately; avoid simple listing and realize vivid description. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of common but meaningful things around students, such as an old family photo, a handwritten letter from a friend, a well-worn book, and a hand-made gift. Then the teacher asks open-ended questions in English: “Look at these pictures. Which one is the most special to you? Why? What does it look like? How does it affect your life or bring you feelings?” The teacher invites 3-4 students to share their answers freely, and gives positive and specific feedback, such as “Your sharing is very touching, and you described the details of the photo clearly.” “You used good words to express your feelings towards the book.” After the sharing, the teacher summarizes: “Today, we will learn to write a descriptive passage about a thing that matters to us. We will not only describe its appearance and function, but also express its special meaning and the feelings it brings to us. This is the core task of our Writing class in Unit 2 Things that matter.” Design Intention: The lead-in closely links the teaching content with students’ real life, which can quickly activate students’ prior knowledge and life experience. By asking open-ended questions, it guides students to think in English and express their true feelings, effectively arousing their interest in writing. Meanwhile, it naturally leads to the writing task of this lesson, laying a solid emotional and cognitive foundation for the follow-up teaching. The positive feedback from the teacher can also enhance students’ confidence in speaking English and participating in class activities. Pre-writing: Lay a Solid Foundation for Writing Vocabulary and Sentence Patterns Review and Expansion First, the teacher reviews the key vocabulary and sentence patterns related to describing things that matter in Unit 2. The teacher presents a mind map on the screen, which includes three parts: appearance (color, shape, size, material), function (what it can do, how we use it) and meaning (emotional value, cultural connotation). For each part, the teacher lists the key vocabulary and sentence patterns learned in the previous lessons, such as “round, square, made of wood, be used for, bring me happiness, symbolize friendship, carry precious memories” and “It is a... with...”, “It looks like...”, “I often use it to...”, “It is special to me because...”. Then, the teacher expands some advanced vocabulary and complex sentences to help students improve their writing level. For example, replacing “very important” with “vital, significant, indispensable”; replacing simple sentences with attributive clauses (“The old book that my grandmother gave me is my most precious treasure.”) and adverbial clauses (“Whenever I look at the photo, I think of the happy time I spent with my best friend.”). After introducing the expanded vocabulary and sentences, the teacher organizes a group activity: divide students into groups of 4, and each group chooses one of the things shown in the lead-in part to describe using the reviewed and expanded vocabulary and sentences. Each group needs to prepare 3-4 sentences, and then invite one representative from each group to present their descriptions to the class. The teacher comments on their performance, pointing out the advantages and areas for improvement, such as “You used the attributive clause very correctly, and the word ‘indispensable’ is well-chosen.” “You can add more details to make the description more vivid.” Design Intention: Vocabulary and sentence patterns are the foundation of writing. Reviewing the learned knowledge can help students consolidate what they have mastered, while expanding advanced vocabulary and complex sentences can meet the requirements of selective compulsory English learning and improve students’ writing expression ability. The group activity allows students to practice using the new knowledge in a relaxed and interactive atmosphere, enhancing their ability to apply language. The teacher’s comments can help students find their own problems and improve their language application ability in a targeted manner. Model Analysis: Master the Writing Structure and Skills The teacher distributes a model passage related to “Things that matter” to each student. The model passage takes “My Grandmother’s Knitting Needles” as the theme, which describes the appearance of the knitting needles, the process of grandmother using them to knit sweaters, and the special meaning they carry (the love from grandmother). The teacher guides students to read the model passage carefully and asks the following questions: “What is the theme of the model passage?”, “How many paragraphs does it have? What is the main content of each paragraph?”, “What vocabulary and sentence patterns are used in the passage to describe the knitting needles and express feelings?”, “How does the writer connect each part of the passage coherently?” After students read and think independently, the teacher organizes a class discussion to answer the above questions together. Then the teacher summarizes the writing structure and skills of descriptive passages about things that matter: Introduction: Briefly introduce the thing and its significance (attract the reader’s attention); Body: Describe the appearance, function, related stories or experiences in detail, and combine with specific details to express feelings; Conclusion: Summarize the significance of the thing, express sincere feelings or insights. At the same time, the teacher emphasizes the skills of coherent expression, such as using transition words (besides, moreover, however, whenever) and repeating key words to connect paragraphs and sentences. Design Intention: The model passage provides a clear example for students’ writing, helping them understand the specific structure and writing skills of descriptive passages. By guiding students to analyze the model passage independently and discuss in groups, it cultivates students’ ability to analyze and summarize, and enables them to master the writing structure and skills in a proactive way. Emphasizing coherent expression can help students avoid disjointed paragraphs and improve the fluency of their writing. Topic Selection and Outline Making The teacher guides students to choose a suitable topic for their own writing. The teacher reminds students that the topic should be a thing that is really meaningful to them, such as a gift from a friend, a book that affects them deeply, a family heirloom, or a small object that records a precious memory. The teacher encourages students to think about their own life experiences and choose a topic that they are familiar with and can express their true feelings. After determining the topic, the teacher guides students to make a writing outline according to the structure summarized from the model passage. The outline should include the main content of each part: Introduction: What is the thing? Why is it important to you? Body: What does it look like? How do you use it? What stories or experiences are related to it? How do you feel when you see it or use it? Conclusion: What insights or feelings do you have from this thing? What does it mean to your life? The teacher walks around the classroom to provide individual guidance for students who have difficulties in making outlines, such as helping them sort out their ideas or supplement details. Design Intention: Choosing a familiar and meaningful topic can help students express their true feelings and avoid empty writing. Making an outline can help students sort out their writing ideas, clarify the logical relationship between each part, and lay a foundation for smooth writing. Individual guidance can take care of students with different learning levels, help them solve their own problems, and ensure that every student can complete the outline making smoothly. While-writing: Independent Writing and Individual Guidance Students start to write independently according to their own outline. The teacher puts forward the following writing requirements on the screen: Use the reviewed and expanded vocabulary and sentence patterns, and try to use complex sentences such as attributive clauses and adverbial clauses; Describe details vividly, combine specific stories or experiences to express feelings; Ensure the logical coherence of the passage, use appropriate transition words; Pay attention to the correct use of grammar, spelling and punctuation; Express true feelings and reflect the significance of the thing. During the writing process, the teacher walks around the classroom to observe students’ writing situation, and provides individual guidance for students who have difficulties. For example, some students may not know how to describe the appearance of the thing vividly; the teacher can guide them to use sensory descriptions (sight, touch, smell) to enrich the details. Some students may have problems in logical coherence; the teacher can remind them to use transition words. For students who finish writing early, the teacher encourages them to check and revise their own works, such as checking whether the vocabulary and sentence patterns are used appropriately, whether the details are sufficient, and whether the grammar and spelling are correct. Design Intention: Independent writing is the key link to improve students’ writing ability, which can let students apply the learned knowledge and skills to practice. The clear writing requirements can help students grasp the focus of writing and avoid deviating from the topic. Individual guidance can timely solve the problems encountered by students in the writing process, ensure that students can complete the writing task smoothly, and help students improve their writing level in a targeted manner. Encouraging early finishers to check and revise their works can cultivate their good writing habits. Post-writing: Revision, Evaluation and Improvement Peer Revision The teacher organizes students to carry out peer revision. Students are divided into pairs, and each pair exchanges their writing works. The teacher provides a revision checklist to guide students to revise their partner’s works: Is the topic clear and in line with the requirements? Is the structure complete (introduction, body, conclusion)? Are the vocabulary and sentence patterns used appropriately? Are there any advanced vocabulary and complex sentences? Are the details vivid and the feelings true? Is the passage logically coherent? Are transition words used properly? Are there any grammar, spelling or punctuation errors? Students revise their partner’s works according to the checklist, put forward revision suggestions, and then communicate with each other to discuss the revision plan. Design Intention: Peer revision can let students learn from each other, find their own advantages and disadvantages by reading their partner’s works. The revision checklist can guide students to revise in a targeted manner, avoid blind revision. Communicating with each other can promote students’ language communication ability and cooperative learning ability, and let students understand different writing ideas and expression methods. Teacher Evaluation and Demonstration Revision After peer revision, the teacher collects some typical works (including excellent works and works with common problems) and presents them on the screen. For excellent works, the teacher reads them aloud, analyzes their advantages, such as vivid details, appropriate use of vocabulary and sentence patterns, clear logic and sincere feelings, and encourages other students to learn from them. For works with common problems, the teacher guides students to find the problems together, such as incomplete structure, insufficient details, improper use of sentence patterns, and then demonstrates how to revise them, so that students can understand the revision methods and skills. At the same time, the teacher comments on each student’s work in a targeted manner, affirming their advantages, pointing out the areas for improvement, and putting forward specific revision suggestions. For example, “Your work has a clear structure and sincere feelings. You can add more sensory details to make the description more vivid.” “You used many advanced vocabulary, but some sentences are not smooth. You can adjust the sentence structure appropriately.” Design Intention: Demonstration revision can let students intuitively understand the revision methods and skills, and help them solve common problems in writing. Commenting on each student’s work can let students know their own strengths and weaknesses, enhance their confidence in writing, and provide clear direction for their revision and improvement. Reading excellent works can also stimulate students’ writing motivation and help them form a good writing awareness. Independent Revision and Finalization Students revise their own works according to the peer revision suggestions and the teacher’s evaluation and guidance. They need to check the structure, vocabulary, sentence patterns, details, logic, grammar and other aspects of their works, and make corresponding revisions to improve the quality of their writing. After revision, students read their own works again, check whether there are any omissions or errors, and then finalize their works and hand them in. Design Intention: Independent revision is an important link to improve students’ writing ability. By revising their own works, students can deepen their understanding of writing skills, correct their own mistakes, and improve their ability to find and solve problems. Finalizing the works can cultivate students’ sense of responsibility and good writing habits. Summary and Extension The teacher summarizes the content of this lesson: “In this class, we have reviewed and expanded the vocabulary and sentence patterns related to describing things that matter, analyzed the model passage to master the writing structure and skills, completed the outline making and independent writing, and improved our works through peer revision and teacher evaluation. We have learned how to describe a meaningful thing vividly and express our true feelings.” Then the teacher puts forward the extension task: Read more English articles about “Things that matter” to accumulate excellent vocabulary and sentence patterns; Write a short passage about another thing that matters to you, applying the writing skills learned in this class; Share your writing works with your classmates after class and communicate with each other. Design Intention: Summarizing the lesson can help students sort out the knowledge and skills learned in this class, deepen their memory and understanding. The extension task can consolidate the knowledge and skills learned in this class, expand students’ learning scope, and promote the continuous improvement of their writing ability. Sharing works after class can also enhance students’ communication and cooperation ability and stimulate their interest in English writing. 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 $