Unit 2 Live longer, live better-Writing 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 2 Live longer, live better-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to write persuasive essays on healthy longevity, cultural awareness to understand global health concepts, thinking quality to form critical views on lifestyle, and learning ability to accumulate and apply related expressions independently. 教学重难点 Key points: Master the structure of persuasive essays and core vocabulary/phrases about healthy living. Difficult points: Use logical connectives properly to organize arguments and combine specific examples to enhance persuasion. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of pictures and short video clips. The pictures include elderly people doing morning exercises, a balanced diet, people meditating, and some unhealthy living habits such as staying up late and overeating. The video is a 2-minute English clip introducing the longevity secrets of people in blue zones around the world, such as Okinawa in Japan and Sardinia in Italy, with simple and easy-to-understand English expressions. After playing the video, the teacher asks two guiding questions in English: “What do the people in the video do to live a long and healthy life?” “What unhealthy habits do you have in your daily life?” Then, the teacher invites 3-4 students to share their answers in English. During the sharing process, the teacher positively affirms the students’ expressions and supplements relevant English vocabulary and sentences in a timely manner, such as “balanced diet”, “regular exercise”, “mental well-being”, “stay up late”, “junk food” and so on. Design Intention: The lead-in links the unit theme with students’ real life through visual materials (pictures and videos), which can quickly attract students’ attention and arouse their interest in the topic of “live longer, live better”. By asking guiding questions and encouraging students to share, it not only activates students’ prior knowledge about healthy living but also provides an opportunity for students to practice oral expression in English, laying a foundation for the subsequent writing link. Meanwhile, the timely supplement of vocabulary by the teacher helps students accumulate basic language materials for writing. Pre-writing: Input Language and Clarify Writing Requirements Vocabulary and Sentence Pattern Input First, the teacher organizes students to carry out a vocabulary sorting activity. The teacher presents a list of core vocabulary and phrases related to the unit theme on the blackboard or PPT, including nouns (longevity, nutrition, fitness, mental health, stress), verbs (maintain, adopt, advocate, balance), adjectives (healthy, balanced, regular, beneficial, harmful), and fixed phrases (keep a balanced diet, take regular exercise, relieve stress, attach importance to, be beneficial to). Then, the teacher explains the usage of key vocabulary and phrases with simple English examples, such as “We should keep a balanced diet to provide our bodies with enough nutrition.” “Taking regular exercise can help us maintain physical fitness.” After that, the teacher arranges a group activity: each group is given 5 vocabulary/phrases, and they need to make 2-3 meaningful sentences in English within a certain time. Each group sends a representative to present their sentences, and the teacher comments and corrects them, focusing on the correctness and appropriateness of sentence structure and vocabulary usage. Next, the teacher focuses on introducing sentence patterns commonly used in persuasive essays, such as topic sentences (e.g., “There are several effective ways to live a longer and better life.”), argument sentences (e.g., “First and foremost, keeping a balanced diet is essential for longevity.”), and transitional sentences (e.g., “In addition to a healthy diet, regular exercise also plays a vital role.” “On the one hand, ... On the other hand, ...” “However, some people ignore the importance of mental health, which is also crucial for a long and happy life.”). The teacher explains the function and usage of each type of sentence pattern with specific examples, and asks students to read the examples aloud to familiarize themselves with the rhythm and expression of the sentences. Design Intention: Vocabulary and sentence patterns are the basis of writing. Through vocabulary sorting, example explanation and group sentence-making activities, students can master the core language materials related to the theme, which solves the problem of “lack of words to use” in writing. The input of sentence patterns for persuasive essays helps students understand the language characteristics of this genre, laying a solid language foundation for them to organize writing content later. Group activities also cultivate students’ cooperative learning ability and improve their enthusiasm for participation. Analysis of Writing Task and Text Structure The teacher presents the writing task clearly on the PPT: “Write a persuasive essay of about 150 words on the topic ‘How to Live Longer and Better’. You should state your views clearly and support your opinions with specific reasons and examples.” Then, the teacher leads students to analyze the requirements of the writing task: first, the genre is a persuasive essay, which requires clear views and sufficient arguments; second, the theme is “how to live longer and better”, which needs to focus on specific methods and measures; third, the length is about 150 words, which requires concise and appropriate expression; fourth, specific reasons and examples should be used to enhance the persuasion of the article. After that, the teacher takes a model essay (about 150 words) on the same topic as an example, and leads students to analyze its structure paragraph by paragraph. The teacher asks guiding questions: “How many paragraphs does the model essay have?” “What is the main content of each paragraph?” “How does the author arrange the arguments?” Through discussion, students summarize the structure of a persuasive essay: Paragraph 1 (Introduction): Put forward the topic and clearly state the central view, that is, there are effective ways to live longer and better. Paragraph 2 (Body): List 2-3 specific methods as arguments, each argument is supported by simple examples or explanations. Paragraph 3 (Conclusion): Summarize the views, emphasize the importance of living a healthy life, and put forward a call or expectation. In the process of analyzing the model essay, the teacher also guides students to pay attention to the use of logical connectives and transitional words in the article, and marks them out, so that students can further understand how to use these words to make the article’s logic clearer and the structure more coherent. Design Intention: By clarifying the writing task requirements, students can clearly know what to write and how to write, avoiding the problem of “off-topic” or “failure to meet requirements” in writing. Analyzing the model essay helps students intuitively understand the structure and language characteristics of persuasive essays, and learn from the writing ideas and expression methods of the model essay. This link also cultivates students’ ability to analyze and summarize, which is in line with the requirements of developing students’ thinking quality. Brainstorming and Outlining The teacher organizes students to carry out a brainstorming activity in groups of 4. The theme of the brainstorming is “What methods can help us live longer and better?”, and students are required to put forward as many methods as possible in English and write them down on the draft paper. The teacher walks around the classroom to guide each group, reminds students to combine their own life experience and the knowledge learned in the unit, and encourages them to put forward specific and practical methods, such as “get enough sleep”, “maintain a positive attitude”, “keep in touch with friends and family”, “avoid smoking and drinking”, etc. After the brainstorming, each group sends a representative to share the methods they put forward, and the teacher writes the key methods on the blackboard for all students to refer to. Then, the teacher guides students to sort out the methods, select 2-3 most important and easy to elaborate methods as the arguments of their own essays, and helps students outline their essays. The outline includes: 1. Introduction: Put forward the central view. 2. Body: Argument 1 + explanation/example; Argument 2 + explanation/example; (optional) Argument 3 + explanation/example. 3. Conclusion: Summarize the views and put forward expectations. The teacher invites 2 students to share their outlines in English, and comments on them, focusing on whether the central view is clear, whether the arguments are reasonable, and whether the structure is complete. For students with inappropriate outlines, the teacher gives timely guidance and suggestions to help them improve. Design Intention: Brainstorming can stimulate students’ thinking, help them expand their ideas, and solve the problem of “having nothing to write” in writing. Group cooperation in brainstorming also cultivates students’ cooperative learning ability and communication ability. Outlining helps students sort out their writing ideas, clarify the logical relationship between each part of the article, and ensure that the structure of the article is complete and the logic is coherent. This link also reflects the cultivation of students’ learning ability, enabling them to master the method of sorting out ideas before writing. While-writing: Guide Students to Complete the Essay Independently On the basis of the pre-writing preparation, the teacher asks students to complete the persuasive essay independently according to their own outlines. During the writing process, the teacher walks around the classroom to provide individual guidance for students. For students who have difficulty in starting to write, the teacher reminds them to use the topic sentences learned in the pre-writing link, such as “There are three key ways to live a longer and better life.” For students who have problems in vocabulary and sentence patterns, the teacher gives appropriate hints and guidance, but does not directly tell them the answers, encouraging students to think independently and use the language materials they have accumulated. For students who write too fast and have problems in logic or content, the teacher reminds them to check the connection between sentences and paragraphs, and whether the examples are appropriate. At the same time, the teacher reminds students to pay attention to the following points in writing: 1. The central view is clear and consistent throughout the article. 2. Each argument has a clear topic sentence and is supported by specific examples or explanations. 3. Use logical connectives and transitional words properly to make the article coherent. 4. Pay attention to the correctness of grammar, spelling and punctuation. 5. Control the length of the article, about 150 words. Design Intention: The while-writing link is the key link to improve students’ writing ability. Independent writing can cultivate students’ ability to use language independently and reflect their real writing level. Individual guidance by the teacher can target the problems of different students, help them solve difficulties in writing, and improve their confidence in writing. Reminding students of the key points in writing helps them pay attention to the quality of writing and avoid common mistakes, which is conducive to improving the overall level of students’ essays. Post-writing: Evaluate, Revise and Improve Peer Evaluation The teacher arranges students to carry out peer evaluation in pairs. Each student exchanges their essays with their deskmates, and evaluates their deskmates’ essays according to the evaluation criteria formulated by the teacher. The evaluation criteria are presented on the PPT in English, including: 1. Is the central view clear? 2. Are the arguments reasonable and supported by examples? 3. Is the structure complete (introduction, body, conclusion)? 4. Are logical connectives used properly? 5. Are there any grammar, spelling or punctuation mistakes? 6. Is the length appropriate? Students are required to evaluate their deskmates’ essays item by item, put forward positive comments (e.g., “Your arguments are very reasonable and the examples are specific.”) and constructive suggestions (e.g., “You can use more transitional words to make the article more coherent.” “There is a spelling mistake in this word.”), and write their evaluations on the draft paper. During the peer evaluation process, the teacher walks around the classroom to guide students to carry out effective evaluation, reminding them to focus on the content and structure of the essay, not just to find mistakes, and to use polite and appropriate English expressions when putting forward suggestions. Design Intention: Peer evaluation not only can let students learn from each other’s strengths and make up for their own shortcomings, but also can cultivate students’ ability to evaluate and appreciate works. When evaluating others’ essays, students need to carefully read, analyze and judge, which is conducive to improving their own reading ability and thinking ability. At the same time, peer evaluation can also reduce the pressure of teachers’ evaluation, and make students more actively participate in the revision of essays. Teacher Evaluation and Sample Analysis After the peer evaluation, the teacher collects some representative essays, including excellent essays and essays with common problems. First, the teacher reads the excellent essays to the whole class, analyzes their advantages, such as clear central view, reasonable structure, appropriate use of vocabulary and sentence patterns, and specific examples, and encourages other students to learn from them. Then, the teacher analyzes the essays with common problems, points out the existing problems (such as unclear central view, lack of examples, improper use of logical connectives, grammar mistakes, etc.), and demonstrates how to revise them, guiding students to understand how to improve their essays. For example, if a student’s essay has the problem of “lack of examples”, the teacher will demonstrate how to add simple and appropriate examples to support the argument; if a student’s essay has the problem of “improper use of logical connectives”, the teacher will guide the student to choose the appropriate logical connectives according to the logical relationship between sentences. At the same time, the teacher summarizes the common mistakes in students’ essays, such as common grammar mistakes, spelling mistakes and punctuation mistakes, and emphasizes the key points that need to be paid attention to in future writing. Design Intention: Teacher evaluation and sample analysis can help students have a clearer understanding of the standards of excellent essays and the common mistakes in writing. By analyzing excellent essays, students can learn practical writing skills and methods; by analyzing problematic essays, students can avoid making the same mistakes, which is conducive to improving their writing level. The teacher’s summary of common mistakes also helps students strengthen their memory of language knowledge and improve their ability to use language accurately. Independent Revision On the basis of peer evaluation and teacher evaluation, the teacher asks students to revise their own essays independently. Students need to combine the suggestions put forward by their deskmates and the teacher’s guidance, check their own essays item by item, revise the existing problems, such as adjusting the structure, supplementing examples, correcting grammar and spelling mistakes, and improving the use of logical connectives. During the revision process, students can ask the teacher or their deskmates for help if they have any questions. After the revision, students submit their revised essays to the teacher. The teacher checks the revised essays again, focuses on whether students have corrected the existing problems and whether the quality of the essays has been improved, and gives targeted comments and guidance to individual students who still have problems. Design Intention: Independent revision is an important link to improve students’ writing ability. By revising their own essays, students can deeply understand their own problems in writing, and consolidate the language knowledge and writing skills learned in the class. The process of revision also cultivates students’ ability to reflect and summarize, enabling them to form good writing habits of “writing - evaluating - revising”, which is conducive to the long-term development of their writing ability. Extension and Consolidation: Strengthen the Application of Writing Skills After the completion of the writing and revision, the teacher arranges an extension activity: “Group Debate”. The debate topic is “Which is more important for living longer and better, physical health or mental health?” Each group is divided into two sides: the positive side holds that “physical health is more important”, and the negative side holds that “mental health is more important”. Each group has 5 minutes to prepare, and then each side sends 2-3 representatives to express their views in English, using the vocabulary, sentence patterns and argumentation methods learned in the class. The teacher presides over the debate, guides students to express their views clearly and logically, and encourages students to use specific examples to support their views. After the debate, the teacher makes a summary, affirms the advantages of each side, and points out that physical health and mental health are equally important for living longer and better, and they are mutually promoting. In addition, the teacher assigns after-class homework: 1. Polish the revised essay again, and copy it neatly in the writing notebook. 2. Write a short passage of about 80 words about “My Healthy Living Plan”, using the vocabulary and sentence patterns learned in this class. 3. Read 2-3 English articles about healthy living and longevity, and accumulate relevant vocabulary and expressions. Design Intention: The group debate activity not only can consolidate the writing skills and language materials learned in the class, but also can improve students’ oral expression ability and logical thinking ability. The debate topic is closely related to the unit theme, which can further deepen students’ understanding of the theme of “live longer, live better”. After-class homework is a continuation and extension of classroom teaching. Polishing the essay again can further improve the quality of students’ writing; writing a short passage about their own healthy living plan can combine the learned knowledge with real life, enhancing the practicality of language learning; reading relevant English articles can help students accumulate more language materials and expand their horizons, laying a foundation for future writing. Summary of the Class The teacher summarizes the whole class in English: “In today’s class, we focused on the writing of persuasive essays on the topic ‘How to Live Longer and Better’. We learned the core vocabulary and sentence patterns related to healthy living, analyzed the structure of persuasive essays, carried out brainstorming and outlining, completed the essay independently, and revised the essay through peer evaluation and teacher evaluation. We also had a heated debate on the importance of physical health and mental health. I hope you can apply the writing skills and knowledge learned today to your daily English learning and life, form a healthy living habit, and improve your English writing ability continuously.” Design Intention: The class summary helps students sort out the key content of the whole class, consolidate the knowledge and skills learned, and form a systematic understanding of the writing of persuasive essays. At the same time, the teacher’s encouragement can enhance students’ confidence in learning English writing and stimulate their enthusiasm for continuous learning. 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 $