Unit 3 Mind and Body - Writing 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 3 Mind and Body - Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to write letters about teenagers’ body image concerns, cultivates cultural awareness of rational body view, promotes critical thinking to analyze related issues, and improves learning ability to modify and optimize writing independently. 教学重难点 Key: Master the structure of letters to newspapers and use topic-related vocabulary and the verb-ed form correctly. Difficulty: Express views clearly with logical reasoning and combine personal insights with social phenomena naturally. 教学过程 Lead-in: Activate Prior Knowledge and Highlight Writing Theme The teacher starts the class by showing some pictures and short videos about teenagers’ body image—some students feel anxious about their weight, some are troubled by their appearance, and some pursue unrealistic "perfect body" blindly. Then the teacher asks questions: "Have you ever had similar worries about your body image? How do you deal with them?" Students are invited to share their own experiences or observations freely in pairs. After the pair discussion, several students are invited to report their views to the whole class. The teacher summarizes positively, affirms students’ courage to express themselves, and then leads to the writing task of this lesson: Write a letter to a newspaper to express teenagers’ concerns about body image and put forward reasonable suggestions. Design Intention: The lead-in links the teaching content with students’ real life, which can quickly arouse students’ emotional resonance and stimulate their interest in writing. By asking questions and organizing pair discussions, students’ prior knowledge and life experience are activated, laying a foundation for the smooth development of the subsequent writing task. At the same time, it subtly guides students to pay attention to the theme of body image, helping them establish a preliminary awareness of rational body view, which is in line with the requirements of cultural awareness in core literacy. Input: Analyze Model Essay and Master Writing Basics First, the teacher distributes a model essay of a letter to a newspaper about teenagers’ body image concerns. The model essay is closely related to the unit theme, with standard structure, appropriate vocabulary and fluent sentences. Then the teacher guides students to analyze the model essay in groups, focusing on three aspects: structure, vocabulary and grammar. In terms of structure, students are asked to discuss and summarize the parts of the letter. Through group cooperation, students conclude that the letter to a newspaper usually includes three parts: opening (introduce the purpose of writing and put forward the core issue), body (analyze the causes of the issue, list specific phenomena and express personal views), and closing (put forward suggestions and express expectations). The teacher supplements and sorts out, and emphasizes the key points of each part: the opening should be concise and clear, directly pointing out the issue; the body should be logical, with sufficient reasons and specific examples; the closing should be sincere and reasonable, with operable suggestions. In terms of vocabulary, the teacher guides students to mark the topic-related words and phrases in the model essay, such as "body image", "self-esteem", "unrealistic beauty standards", "mental health", "be confident in oneself", "focus on inner beauty" and so on. Then the teacher supplements more related vocabulary and phrases, such as "body anxiety", "physical appearance", "self-acceptance", "negative comments", "cultivate a positive attitude" and so on. The teacher asks students to read these words and phrases aloud and make simple sentences to consolidate their memory and application. In terms of grammar, combined with the unit’s grammar focus—the verb-ed form as predicative, the teacher guides students to find sentences using the verb-ed form in the model essay, such as "Many teenagers are confused about their body image." and "They are influenced by social media’s wrong guidance." The teacher explains the usage of the verb-ed form as predicative again, emphasizing its meaning and function in expressing feelings and states, and asks students to make sentences related to body image with the verb-ed form to ensure that they can use it correctly in writing. After the group analysis, the teacher makes a summary, combs the structure, vocabulary and grammar points of the model essay, and helps students form a systematic understanding of the writing task. Then the teacher plays an audio of the model essay, and students follow the audio to read aloud, feeling the tone and emotion of the letter, which lays a foundation for their own writing. Design Intention: The model essay analysis is an important link to improve students’ writing ability. By guiding students to analyze the model essay independently and cooperatively, students can master the structure and writing skills of the letter to a newspaper independently, which conforms to the requirements of learning ability training. The emphasis on topic-related vocabulary and unit grammar points helps students accumulate language materials and break through the key points of writing. Reading aloud the model essay can help students feel the language sense and emotional expression of the letter, which is conducive to improving the fluency and emotional appeal of their own writing. Pre-writing: Brainstorm and Sort Out Ideas On the basis of the model essay analysis, the teacher guides students to carry out brainstorming. First, the teacher puts forward two core questions: "What are the main concerns of teenagers about body image?" and "What are the causes of these concerns?" Students are asked to think freely and write down their ideas on the draft paper. After individual thinking, students are organized to discuss in groups of four, exchange their ideas, and supplement and improve each other. In the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance for groups with insufficient ideas. For example, for groups that cannot think of more concerns, the teacher prompts: "Do teenagers worry about their height, skin, or figure?" For groups that cannot analyze the causes clearly, the teacher guides: "Are these concerns related to social media, family education, or peer influence?" After the group discussion, the teacher invites representatives of each group to share their brainstorming results, and writes the key points on the blackboard for the whole class to refer to. For example, the main concerns include weight anxiety, dissatisfaction with appearance, excessive pursuit of thinness, etc.; the causes include the impact of social media, wrong aesthetic concepts, peer comparison, lack of self-confidence, etc. Then, the teacher guides students to sort out their own ideas and determine the framework of their letters. The teacher asks students to complete a simple outline according to the structure of the letter: opening (introduce the purpose of writing, point out that teenagers have many concerns about body image), body (list 1-2 main concerns, analyze their causes, and express their own views), closing (put forward 2-3 reasonable suggestions, such as strengthening self-acceptance, focusing on inner beauty, and correctly viewing media information). The teacher reminds students that the outline should be clear and logical, and each part should have specific content to avoid empty expressions. In the process of sorting out ideas, students can ask the teacher or group members for help if they have questions. The teacher provides targeted guidance according to students’ individual situations, such as helping students with unclear ideas sort out the logical relationship between each part, and helping students with single ideas supplement more specific content. Design Intention: Brainstorming can stimulate students’ thinking, help them expand their ideas, and avoid the problem of "having nothing to write" in writing. Group discussion can give full play to the role of cooperative learning, make students learn from each other and complement each other, and improve the richness of their ideas. Sorting out the outline helps students clarify their writing ideas, ensure the logicality and completeness of the letter, and lay a solid foundation for the formal writing. This link also cultivates students’ critical thinking ability, enabling them to analyze the causes of problems from multiple angles. While-writing: Conduct Independent Writing and Provide Timely Guidance After sorting out the outline, students start independent writing. The teacher reminds students of the following points: first, use the structure, vocabulary and grammar points mastered in the previous links, and try to use the verb-ed form as predicative correctly; second, ensure that the content is specific and real, and can combine their own experiences or observations to make the letter more persuasive; third, pay attention to the tone of the letter, which should be sincere and rational, suitable for the occasion of writing to a newspaper; fourth, pay attention to the standardization of spelling, punctuation and sentence structure, and avoid simple grammatical errors. During the independent writing process, the teacher walks around the classroom, observes each student’s writing situation, and provides timely guidance and help. For students who have difficulty starting to write, the teacher guides them to start with the opening according to the outline, and gives simple sentence examples for reference; for students who have insufficient vocabulary, the teacher reminds them to use the topic-related vocabulary accumulated before; for students who use the verb-ed form incorrectly, the teacher corrects them in time and explains the reasons; for students who have unclear logic, the teacher helps them sort out the relationship between sentences and paragraphs. At the same time, the teacher pays attention to the individual differences of students. For students with strong writing ability, the teacher encourages them to use more complex sentences and rich vocabulary to improve the quality of their writing; for students with weak writing ability, the teacher focuses on guiding them to complete the basic content, ensuring the completeness and correctness of the letter, and giving them positive encouragement to enhance their confidence in writing. Design Intention: Independent writing is the key link to test students’ writing ability and apply the knowledge they have learned. Timely guidance from the teacher can help students solve problems encountered in the writing process in time, avoid going astray, and ensure the smooth progress of writing. Paying attention to individual differences and providing hierarchical guidance can meet the needs of different students, help each student make progress in writing, and conform to the concept of individualized teaching. This link mainly cultivates students’ language ability, enabling them to apply the mastered language knowledge to practical writing. Post-writing: Conduct Evaluation and Revision to Improve Writing Quality Post-writing evaluation and revision are important links to improve students’ writing ability. This link is carried out in three steps: self-evaluation, peer evaluation and teacher evaluation. First, self-evaluation. The teacher distributes a self-evaluation form to each student, which includes the following evaluation items: whether the structure of the letter is complete, whether the vocabulary and grammar are used correctly, whether the content is specific and logical, whether the tone is appropriate, and whether there are spelling and punctuation errors. Students are asked to read their own writing carefully, evaluate their own works according to the evaluation items, and make preliminary revisions to the problems found. Second, peer evaluation. Students are divided into pairs, and each pair exchanges their own writing works. They evaluate each other’s works according to the self-evaluation form, and put forward specific revision suggestions. For example, if a student’s letter lacks specific examples, the peer can suggest adding their own or surrounding people’s experiences; if a student uses the verb-ed form incorrectly, the peer can point out the error and give the correct expression. The teacher reminds students to be objective and sincere in peer evaluation, focus on helping each other improve, and avoid negative comments. During peer evaluation, the teacher walks around the classroom, observes the evaluation situation of each pair, and guides students to carry out effective evaluation. For example, for students who do not know how to evaluate, the teacher guides them to focus on the key evaluation items; for students who have disputes in evaluation, the teacher gives reasonable suggestions to help them reach a consensus. Third, teacher evaluation. The teacher collects all students’ writing works, conducts careful evaluation, focuses on checking the key and difficult points of writing, such as the structure of the letter, the use of vocabulary and the verb-ed form, the logic of the content, etc. For excellent works, the teacher selects them and shares them with the whole class, analyzes their advantages, and lets students learn from each other; for works with more problems, the teacher writes specific revision suggestions on the works, and communicates with students individually if necessary, helping them find their own problems and master revision methods. After the three rounds of evaluation, students are asked to revise their own writing works according to the evaluation opinions, and improve the quality of their writing. The teacher asks students to submit the revised works, and checks them again to ensure that students have corrected the existing problems. Design Intention: Self-evaluation can help students establish the awareness of independent revision, cultivate their ability to find and correct problems by themselves, which is in line with the requirements of learning ability training. Peer evaluation can not only let students learn from each other’s strengths and make up for their own shortcomings, but also improve their ability to evaluate and appreciate works. Teacher evaluation can provide professional guidance for students, help them find problems that they and their peers cannot find, and ensure the effectiveness of revision. The combination of the three evaluation methods can comprehensively improve students’ writing quality and enhance their confidence in writing. At the same time, in the evaluation process, students can further understand the key and difficult points of writing, and deepen their mastery of writing skills. Summary and Extension: Consolidate Knowledge and Expand Vision First, the teacher summarizes the whole lesson. The teacher reviews the key points of the lesson, including the structure of the letter to a newspaper, topic-related vocabulary, the use of the verb-ed form as predicative, and the writing and revision skills. The teacher affirms the performance of students in the class, praises the students who have made progress, and encourages all students to keep practicing and continuously improve their writing ability. Then, the teacher carries out the extension activity. The teacher introduces that body image concerns are a common social problem among teenagers, and encourages students to pay more attention to their own mental health in daily life, establish a rational body view, and not be influenced by wrong aesthetic concepts. The teacher assigns an after-class task: ask students to collect more information about teenagers’ body image and mental health, write a short comment (100-120 words) based on the information collected, and further consolidate the writing skills mastered in this lesson. In addition, the teacher recommends some English articles and videos about body image and mental health to students, guiding them to read and watch after class, expand their vision, accumulate more language materials, and lay a foundation for future English learning and writing. Design Intention: The summary link helps students sort out the knowledge and skills mastered in the lesson, form a systematic cognitive structure, and consolidate the learning effect. The extension activity connects the classroom teaching with social life, not only consolidates the writing skills, but also guides students to establish a rational body view, cultivates their cultural awareness and social responsibility, and realizes the integration of knowledge teaching and value shaping. Recommending extracurricular materials can help students expand their learning channels, improve their autonomous learning ability, and meet the requirements of core literacy training. 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 $