Unit4 Words Writing 教学设计-2025-2026学年高中英语沪教版选择性必修第三册

Unit 4 Words-Writing 教学目标和重难点 教学目标 This lesson focuses on developing students’ language competence by enabling them to master core words, collocations and writing skills in Unit 4, and use them accurately in practical expression. It cultivates cultural awareness by guiding students to understand the cultural connotation behind words and express ideas with cross-cultural perspective. It promotes thinking quality by training students to sort out word logic, analyze writing structures and put forward creative expressions. It enhances learning ability by helping students master effective word memory and writing strategies, and form the habit of autonomous learning and cooperative exploration. 教学重难点 Key points include mastering the core meanings, collocations and usage of Unit 4 words such as estimate, evolve, cybercrime and artificial, and being able to apply them flexibly in writing. Difficult points lie in distinguishing confusing words (e.g., innocent vs. naive, subjective vs. objective), constructing logical and coherent writing frameworks, and integrating words and expressions naturally to convey ideas accurately and vividly. 教学过程 Lead-in: Word Activation and Theme Introduction The teacher starts the class by showing a short video related to the theme of Unit 4 (e.g., a clip about technological development and cyber security). After playing the video, the teacher asks students to watch carefully and write down the words they hear that are related to the video content. Then, the teacher invites several students to share their words on the blackboard, and sorts out and supplements the core words of Unit 4 involved, such as cybercrime, combine, extend and superior. After that, the teacher asks guiding questions: “What do you think of the relationship between technology and our life? How can we use the words we just mentioned to describe this relationship?” to guide students to connect the words with real life and arouse their learning interest. Design Intention: The video lead-in is intuitive and vivid, which can quickly attract students’ attention and activate their existing knowledge reserve. By letting students listen for words, it can naturally lead to the core words of Unit 4, laying a foundation for the subsequent word teaching. The guiding questions can help students establish the connection between words and the theme of the unit, and cultivate their ability to combine language with real life, which is in line with the requirements of language competence in core literacy. Word Teaching: Master Core Words and Their Usage This part is divided into three sections: core word explanation, confusing word discrimination and collocation memory, aiming to help students master words in a comprehensive and in-depth way. First, the teacher focuses on explaining the core words of Unit 4. For each word, the teacher first presents its phonetic symbol, part of speech and core meaning, then gives typical examples closely related to the unit theme, and guides students to analyze the usage of the word in the context. For example, when explaining “estimate”, the teacher presents the sentence: “We estimate that the number of cybercrimes will increase if we don’t take effective measures.” Then asks students to analyze the part of speech of “estimate” (verb) and its meaning in the sentence (“to form an idea of something without calculating it exactly”). Then, the teacher extends its noun form “estimation” and its common collocation “make an estimate of”, and gives another example: “The manager made a rough estimate of the cost of the new project.” For “evolve”, the teacher uses the example: “Technology has evolved rapidly in the past decade, changing people’s way of life.” and guides students to understand its meaning of “developing gradually from a simple to a more complicated form”, and extends the collocation “evolve from...to...”. For words with multiple meanings, such as “hack” and “extend”, the teacher sorts out all their common meanings and gives corresponding examples respectively, helping students distinguish and master them in different contexts. Design Intention: Focusing on the core words and combining with the unit theme, the teacher uses context-based explanation to help students understand the meaning and usage of words in specific situations, avoiding mechanical memory. Extending word forms and collocations can enrich students’ language reserve, which is conducive to their flexible application in subsequent writing, and effectively improves students’ language competence. Next, the teacher conducts confusing word discrimination. For the easily confused words in Unit 4, such as innocent vs. naive, subjective vs. objective, artificial vs. artistic, the teacher lists their core meanings, usage differences and typical examples respectively, and organizes students to carry out group discussions. For example, when distinguishing “innocent” and “naive”, the teacher presents the following two sentences: 1. “The innocent child didn’t know that his words would hurt others.” 2. “It’s naive of you to think that everyone will help you unconditionally.” Then asks students to discuss the differences between the two words in meaning and usage. After the discussion, the teacher summarizes: “Innocent emphasizes being free from evil or guilt, often used to describe people or mistakes that are harmless; naive emphasizes lacking experience and being easy to believe others, often with a slight negative meaning.” Then, the teacher gives more examples for students to practice, letting them choose the appropriate word to fill in the blanks, so as to deepen their understanding. Design Intention: Confusing words are one of the difficult points in word learning. By organizing group discussions and example analysis, students can take the initiative to explore the differences between words, which not only helps them master the accurate usage of words, but also cultivates their logical thinking ability and cooperative learning ability, reflecting the requirements of thinking quality and learning ability in core literacy. Finally, the teacher guides students to memorize word collocations. The teacher sorts out the common collocations of core words in Unit 4, such as “combine...with...”, “extend...to...”, “be superior to...”, “commit cybercrime”, “artificial intelligence” and so on, and presents them in the form of word lists. Then, the teacher organizes students to carry out pair work: each pair chooses 3-5 collocations, makes up sentences related to the unit theme, and then shares their sentences with the whole class. The teacher comments on the sentences of students, corrects the wrong usage, and affirms the good expressions, guiding students to master the collocations flexibly. Design Intention: Word collocations are the key to accurate language expression. Through pair work and sentence making, students can actively apply collocations, deepen their memory, and lay a solid foundation for subsequent writing. At the same time, pair work can enhance students’ communication and cooperation ability, and cultivate their learning ability. Pre-Writing: Lay the Foundation for Writing Before formal writing, the teacher guides students to do a good job in preparation, including topic analysis, outline sorting and language reserve, so as to help students clarify their writing ideas and avoid blind writing. First, the teacher clarifies the writing topic. Combined with the theme of Unit 4 (e.g., technological development and its impact, cyber security, etc.), the teacher assigns the writing task: “Write an essay of about 150 words to discuss the impact of technological development on our life, and put forward your own views. You should use at least 8 core words and collocations learned in this unit.” Then, the teacher guides students to analyze the topic: “What is the core of this topic? What aspects can we discuss? What are the key points to pay attention to in writing?” Through discussion, students clarify that the core of the topic is “the impact of technological development”, which can be discussed from positive and negative aspects, and the key points are to use the learned words and collocations flexibly and express their views clearly. Design Intention: Clarifying the writing topic and guiding students to analyze it can help students grasp the core of the writing task, avoid deviating from the topic, and cultivate their ability to analyze and grasp the key points of the topic, which is conducive to the improvement of their thinking quality. Next, the teacher guides students to sort out the writing outline. The teacher first presents a sample outline for students to refer to: 1. Introduction: Briefly introduce the rapid development of technology in recent years. 2. Main body: Discuss the positive impact of technological development (e.g., facilitating communication, improving work efficiency, enriching life) and negative impact (e.g., cybercrime, excessive dependence on technology). 3. Conclusion: Put forward your own views and suggestions (e.g., we should make rational use of technology to give play to its positive role and avoid its negative impact). Then, the teacher organizes students to carry out group work, and each group designs their own writing outline according to the sample outline and their own ideas. After the group discussion, the teacher invites several groups to share their outlines, comments on them, and guides students to improve their outlines, ensuring that the structure is logical and the ideas are clear. Design Intention: Guiding students to sort out the writing outline can help them clarify their writing ideas, make the writing structure clear and coherent, and avoid messy writing. Group work can let students learn from each other, complement each other’s advantages, and cultivate their cooperative learning ability and logical thinking ability. Finally, the teacher guides students to reserve writing language. The teacher reviews the core words and collocations learned in this unit, and guides students to sort out the words and expressions that can be used in this writing task, such as “evolve rapidly”, “combine technology with life”, “extend the scope of communication”, “prevent cybercrime”, “artificial intelligence brings convenience” and so on. Then, the teacher gives some sentence patterns for students to refer to, such as “With the rapid development of technology, our life has changed greatly.” “On the one hand, technology brings us many conveniences; on the other hand, it also brings some problems.”, helping students use words and expressions more flexibly in writing. Design Intention: Language reserve is the basis of writing. By guiding students to sort out the applicable words, collocations and sentence patterns, it can help students avoid the situation of being unable to express themselves due to lack of language materials, improve the fluency and accuracy of writing, and lay a solid foundation for formal writing. While-Writing: Guide Students to Complete Writing In the formal writing link, the teacher guides students to write independently, and provides timely guidance and help according to the actual situation of students, ensuring that students can complete the writing task smoothly. First, the teacher puts forward writing requirements: 1. The content is consistent with the topic, the ideas are clear, and the structure is complete. 2. At least 8 core words and collocations learned in this unit are used, and the usage is accurate. 3. The language is fluent, there are no obvious grammatical errors, and the expression is natural and appropriate. 4. The number of words is about 150. Then, students start to write independently. During the writing process, the teacher walks around the classroom, observes the writing situation of students, and provides targeted guidance for students who have difficulties. For example, for students who don’t know how to start writing, the teacher reminds them to use the sentence patterns provided in the pre-writing link; for students who use words incorrectly, the teacher corrects them in time and explains the correct usage; for students who have unclear ideas, the teacher guides them to sort out their ideas according to the outline. Design Intention: Putting forward clear writing requirements can help students grasp the key points of writing and ensure the quality of writing. Independent writing can cultivate students’ autonomous learning ability and independent thinking ability. Timely guidance from the teacher can help students solve the difficulties encountered in the writing process, avoid detours, and improve the efficiency and quality of writing. In the process of students’ writing, the teacher also pays attention to guiding students to pay attention to the coherence of the article. The teacher reminds students to use connecting words such as “firstly”, “secondly”, “on the one hand...on the other hand...”, “however”, “therefore” to connect paragraphs and sentences, making the article logical and coherent. At the same time, the teacher guides students to pay attention to the diversity of sentence patterns, avoid using simple sentences all the time, and properly use compound sentences to enrich the expression of the article. Design Intention: Coherence and diversity of sentence patterns are important indicators of writing quality. Guiding students to use connecting words and diverse sentence patterns can help them improve the fluency and expressiveness of their writing, and cultivate their logical thinking ability and language expression ability, which is in line with the requirements of language competence and thinking quality in core literacy. Post-Writing: Evaluation, Revision and Improvement After students complete the writing, the teacher organizes a variety of evaluation and revision activities to help students find their own problems and improve their writing level. This part is divided into three links: self-evaluation, peer evaluation and teacher evaluation. First, self-evaluation. The teacher provides a self-evaluation checklist for students, which includes the following items: 1. Is the content consistent with the topic? 2. Are the ideas clear and the structure complete? 3. Are the core words and collocations used correctly and reach the required number? 4. Are there any grammatical errors? 5. Is the language fluent and the expression natural? Students check their own compositions according to the checklist, mark the existing problems, and try to revise them by themselves. Design Intention: Self-evaluation can help students cultivate the habit of self-reflection, let them find their own problems in writing, and improve their ability of self-examination and revision, which is an important part of improving learning ability. Next, peer evaluation. The teacher organizes students to exchange their compositions in pairs. Each student reads his partner’s composition carefully, and evaluates it according to the self-evaluation checklist and the writing requirements. Then, the two students communicate with each other, put forward their own opinions and suggestions, and help each other revise their compositions. For example, if a student finds that his partner uses the word “innocent” incorrectly, he can point it out and explain the correct usage; if he finds that the partner’s article is not coherent enough, he can suggest adding some connecting words. Design Intention: Peer evaluation can let students learn from each other, find problems that they can’t find in self-evaluation, and improve their ability of appreciation and evaluation. At the same time, communication and exchange between students can enhance their cooperative learning ability and communication ability, which is conducive to the development of learning ability and thinking quality. Finally, teacher evaluation. The teacher collects the revised compositions of students, selects several typical compositions (including excellent compositions and compositions with common problems) to comment on in class. For excellent compositions, the teacher reads them aloud, analyzes their advantages, such as accurate use of words, clear structure, fluent language, and encourages other students to learn from them. For compositions with common problems, the teacher points out the existing problems (such as incorrect use of words, unclear ideas, grammatical errors), and explains how to revise them, guiding students to master the revision methods. After class, the teacher comments on each student’s composition in detail, writes targeted comments and suggestions, and returns them to students. Students revise their compositions again according to the teacher’s comments. Design Intention: Teacher evaluation is authoritative and targeted. By commenting on typical compositions in class, it can help all students find common problems and master revision methods. Detailed after-class comments can help each student understand their own strengths and weaknesses, and provide clear guidance for their revision and improvement. Multiple revisions can help students continuously improve their writing level, and cultivate their rigorous learning attitude and ability of continuous improvement. Summary and Extension At the end of the class, the teacher summarizes the content of this lesson: first, review the core words, collocations and usage of Unit 4, emphasizing the key points and difficult points in word learning; then, review the writing process, including topic analysis, outline sorting, independent writing and revision, and summarize the key points and methods of writing. Then, the teacher puts forward extension tasks: 1. Review the core words and collocations learned in this lesson, and make a word card to consolidate memory. 2. Revise the composition again according to the teacher’s comments and peer suggestions, and submit the final version. 3. Read an English article about technological development, and pick out the useful words and expressions to enrich your language reserve. Design Intention: Summarizing the lesson can help students sort out the knowledge and skills learned in this lesson, form a systematic knowledge framework, and deepen their memory. Extension tasks can extend the learning content from class to after class, help students consolidate the knowledge learned, expand their language reserve, and cultivate their autonomous learning ability, which is in line with the requirements of learning ability in core literacy. In addition, the teacher also encourages students to apply the words and writing skills learned in this lesson to their daily English learning and communication, such as writing English diaries, participating in English discussions, etc., so as to realize the integration of learning and application, and truly improve their English language competence and comprehensive quality. Design Intention: Encouraging students to apply the learned knowledge and skills to practice can help them realize the practical value of language learning, improve their interest in learning English, and promote the all-round development of their core literacy. 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 $