Unit 2 Language and Mind-Reading B-Writing 教案-2025-2026学年高中英语沪外版选择性必修第二册

Unit 2 Language and Mind-Reading B-Writing 教学目标和重难点 教学目标 It focuses on language ability by training argumentative writing skills related to language and mind; cultivates learning ability through independent and cooperative writing; develops cultural awareness by understanding diverse language thinking modes; and promotes thinking quality via logical reasoning and critical thinking in argumentation. 教学重难点 Key points: Master the structure of argumentative essays about language and mind, and use appropriate vocabulary, logical connectives and functional sentence patterns. Difficult points: Present clear arguments and counterarguments with specific details, and ensure logical coherence. 教学过程 Lead-in: Activate Prior Knowledge and Create Writing Context The teacher starts the class by asking students a series of guiding questions closely related to the unit theme “Language and Mind” and Reading B. First, the teacher asks: “Do you think language affects the way we think? Can you give an example in your daily life?” Then, the teacher further guides: “After reading Reading B, we know that language learning can shape our brain and thinking. What’s your opinion on the relationship between language and mind? Do you agree that learning a new language can change our thinking mode?” After putting forward the questions, the teacher invites students to share their views freely in pairs. During the sharing process, the teacher walks around the classroom, listens to students’ discussions, and guides them to express their opinions in simple and clear English. At the same time, the teacher writes down key words and sentences related to the topic on the blackboard, such as “language shapes thinking”, “thinking influences language”, “second language learning”, “brain development”, “logical thinking” and so on. After the pair sharing, the teacher invites 2-3 groups to present their views to the whole class, and makes simple comments to affirm students’ positive thinking and correct inappropriate expressions. Design Intention: The guiding questions are closely connected with Reading B and the unit theme, which can quickly activate students’ prior knowledge and arouse their interest in the writing topic. Pair sharing provides students with opportunities to practice oral expression, reduces their anxiety about writing, and helps them accumulate initial language materials and ideas for subsequent writing. Writing down key words and sentences on the blackboard can provide effective language support for students with weak language foundation, laying a solid foundation for the smooth development of the following teaching links. Pre-Writing: Build Writing Scaffolds and Clarify Writing Requirements Analyze Reading B and Extract Writing Elements The teacher guides students to review Reading B, and organizes them to discuss in groups of four around the following questions: “What is the main argument of Reading B? What supporting details does the author use to prove the argument?” “What is the structure of Reading B? How does the author organize the content?” “What useful words, phrases and sentence patterns are used in Reading B to express views and support arguments?” After the group discussion, each group sends a representative to share their findings. The teacher summarizes and sorts out the key points on the blackboard: the structure of Reading B is “putting forward the thesis—presenting arguments—summarizing and reinforcing”, and the author uses scientific experiments and specific studies as supporting details. At the same time, the teacher combs out the useful language expressions in Reading B, such as “There is growing evidence that...”, “Learning a new language could help us...”, “Providing your brain with a workout has considerable health benefits”, “From my perspective...”, “On the one hand... On the other hand...”, etc., and explains their usage scenarios to help students master how to use these expressions in their own writing. Design Intention: Reviewing Reading B and extracting writing elements can help students connect reading with writing, realize the connection between input and output, and let students learn from the excellent structure and language expression of the text. Group discussion can stimulate students’ thinking, make them learn from each other, and improve their ability to analyze and summarize texts. Combing out useful language expressions provides language scaffolds for students’ writing, helping them solve the problem of insufficient vocabulary and improper sentence expression. Clarify Writing Tasks and Analyze the Model Essay The teacher presents the writing task to the students: Write an argumentative essay about the relationship between language and mind, with the title “Does Language Shape Our Thinking?”, requiring students to put forward their own views, use specific details to support the views, and ensure the logical coherence of the article. Then, the teacher distributes a model essay that meets the requirements, and asks students to read it independently. After reading, the teacher organizes students to discuss in groups, focusing on the following questions: “What is the structure of the model essay? How does the author put forward the view, support the view and draw a conclusion?” “What supporting details does the author use? Are these details specific and persuasive?” “What logical connectives and functional sentence patterns are used in the model essay? How do they help improve the logical coherence of the article?” After the discussion, the teacher makes a summary, clearly pointing out that the model essay adopts the classic “introduction-body-conclusion” structure: the introduction puts forward the topic and the author’s view; the body part lists 2-3 supporting details, and uses logical connectives to connect each part; the conclusion summarizes the views and puts forward prospects. At the same time, the teacher emphasizes that the supporting details in the model essay are closely related to the view, specific and persuasive, which is worth learning from. Finally, the teacher explains the writing requirements in detail, including content, structure, language and other aspects, and reminds students to avoid common mistakes such as unclear views, insufficient supporting details and logical confusion. Design Intention: Clarifying the writing task can help students clarify the direction of writing and avoid the problem of off-topic. Analyzing the model essay can let students have a clear understanding of the writing standards and requirements, learn the correct writing structure and expression methods, and reduce the difficulty of writing. The detailed explanation of writing requirements helps students grasp the key points of writing and improve the quality of their essays. Brainstorming and Outlining The teacher guides students to carry out brainstorming around the writing topic “Does Language Shape Our Thinking?”. First, the teacher asks students to think about their own views: agree, disagree, or hold a dialectical view. Then, for students who agree, the teacher guides them to think about supporting details, such as examples in daily life, scientific research results, or experiences in learning a second language; for students who disagree, the teacher guides them to think about counterarguments and supporting details; for students who hold a dialectical view, the teacher guides them to think about the positive and negative impacts of language on thinking. During the brainstorming process, students can write down their own ideas and details on the draft paper. The teacher walks around the classroom, provides targeted guidance for students who have no ideas, and helps them expand their thinking. After brainstorming, the teacher guides students to sort out their own ideas and make an outline. The outline should include the introduction (topic and view), body (supporting details or counterarguments with details), and conclusion (summary and prospect). The teacher invites several students to share their outlines, and makes comments and suggestions to help them improve the logical structure of the outline and ensure that the supporting details are closely related to the view. Design Intention: Brainstorming can help students open their minds, accumulate rich writing materials, and solve the problem of “having nothing to write”. Making an outline can help students sort out their ideas, clarify the structure of the article, avoid logical confusion in the writing process, and improve writing efficiency. Targeted guidance for students with no ideas can ensure that every student can participate in the writing process and achieve the goal of inclusive teaching. While-Writing: Independent Writing and Individual Guidance On the basis of the outline, students start independent writing. The teacher reminds students to pay attention to the following points: first, use the structure and language expressions learned in the pre-writing link, and ensure the accuracy and appropriateness of vocabulary and sentences; second, arrange the supporting details in a logical order, and use appropriate logical connectives to connect each paragraph and sentence; third, pay attention to the format of the argumentative essay, with clear paragraphs and standardized writing; fourth, combine their own experiences and practical examples to make the article more vivid and persuasive. During the independent writing process, the teacher walks around the classroom to observe students’ writing situation, and provides individual guidance for students who have difficulties. For students with weak language foundation, the teacher helps them use the language scaffolds provided earlier, such as useful words, phrases and sentence patterns, and corrects their grammatical errors and inappropriate expressions; for students who have problems with logical structure, the teacher guides them to adjust the order of supporting details and use appropriate logical connectives; for students who have rich ideas but are not able to organize them effectively, the teacher helps them sort out their ideas and optimize the outline. At the same time, the teacher records the common problems encountered by students in the writing process, such as incorrect use of logical connectives, insufficient supporting details, unclear views, and grammatical errors, so as to carry out targeted comments and explanations in the post-writing link. Design Intention: Independent writing is the key link to cultivate students’ writing ability, which can let students practice the writing skills and language expressions learned, and improve their ability to use language comprehensively. Individual guidance can meet the different needs of students, help students solve their own problems in time, and improve their writing confidence. Recording common problems can make the post-writing comments more targeted, help students avoid similar mistakes and improve their writing level. Post-Writing: Peer Evaluation, Teacher Feedback and Revision Peer Evaluation The teacher distributes the peer evaluation form to each student, which includes the following evaluation items: whether the view is clear, whether the supporting details are specific and persuasive, whether the structure is logical, whether the language is accurate and appropriate, and whether there are grammatical errors. The teacher explains the evaluation standards and requirements to the students, and asks them to exchange their drafts with their deskmates for peer evaluation. During the peer evaluation process, students read their deskmates’ drafts carefully, score them according to the evaluation form, and write down specific modification suggestions, such as “Your view is clear, but the supporting details are not specific. You can add an example of your own second language learning experience”, “There are some grammatical errors in this sentence. You can revise it into...”, “The logical connection between paragraphs is not close. You can use ‘On the other hand’ to connect them”. After the peer evaluation, students return the drafts to their deskmates and communicate with each other about the evaluation results and modification suggestions. Design Intention: Peer evaluation can let students learn from each other’s strengths and find their own problems through reading others’ drafts. Writing specific modification suggestions can improve students’ ability to analyze and evaluate articles, and also help students better understand the writing requirements. Communication between students can promote the exchange of ideas and improve their cooperative learning ability. Teacher Feedback and Comment The teacher collects the students’ drafts and the peer evaluation forms, sorts out the common problems recorded in the while-writing link, and carries out targeted collective comments. First, the teacher affirms the advantages of the students’ drafts, such as clear views, rich supporting details, and accurate language expression, and invites several students with excellent drafts to share their writing experience, so as to set an example for other students. Then, the teacher focuses on explaining the common problems, such as incorrect use of logical connectives, insufficient supporting details, unclear views, and grammatical errors, and gives specific modification methods and examples. For example, for the problem of “insufficient supporting details”, the teacher gives an example: “If your view is ‘Learning a new language can improve our logical thinking’, you can add the following details: When learning English grammar, we need to sort out the logical relationship between sentences, which can help us form a more rigorous thinking mode. This detail is specific and closely related to the view, which can enhance the persuasiveness of the article.” For the problem of “incorrect use of logical connectives”, the teacher explains the differences between common logical connectives such as “however”, “therefore”, “on the one hand... on the other hand...”, and gives examples of correct use. In addition, the teacher carries out individual feedback for some students with obvious problems in their drafts, points out their specific problems and modification suggestions, and guides them to understand their own shortcomings. Design Intention: Collective comments can help students solve common problems, deepen their understanding of writing requirements and skills, and avoid similar mistakes in the future. Affirming students’ advantages and inviting excellent students to share their experience can enhance students’ writing confidence and stimulate their writing enthusiasm. Individual feedback can help students with obvious problems find their own shortcomings and get targeted guidance, so as to improve their writing level. Essay Revision and Improvement On the basis of peer evaluation and teacher feedback, students revise their own drafts. The teacher reminds students to focus on the following points when revising: first, check whether the view is clear and whether it is consistent with the supporting details; second, supplement and improve the supporting details to make them more specific and persuasive; third, adjust the logical structure of the article, and use appropriate logical connectives to enhance the coherence of the article; fourth, correct grammatical errors and inappropriate expressions, and improve the accuracy and appropriateness of the language; fifth, check the format of the article to ensure that the paragraphs are clear and the writing is standardized. During the revision process, students can consult the teacher or their deskmates if they have any questions. The teacher walks around the classroom to provide guidance for students who have difficulties in revision, and checks the revision situation of some students to ensure that the revision work is carried out effectively. After the revision, students submit their revised drafts to the teacher, and the teacher checks them again to understand the improvement of students’ writing level. Design Intention: Revision is an important link to improve the quality of writing, which can help students find their own problems and improve their writing ability. Guiding students to focus on key points during revision can make the revision work more targeted and efficient. Providing guidance during revision can help students solve problems in time and ensure the effect of revision. Rechecking the revised drafts can help the teacher understand the teaching effect and provide a basis for subsequent teaching improvement. Summary and Extension The teacher summarizes the whole class, reviews the key points of the writing class, including the structure of argumentative essays about language and mind, useful language expressions, writing skills and common problems. The teacher emphasizes that writing is a process of continuous practice and improvement, and encourages students to apply the writing skills learned in this class to their daily English learning, and keep practicing to improve their writing level. Then, the teacher arranges the after-class extension task: Ask students to read more English articles about the relationship between language and mind, collect useful language expressions and writing materials, and write a short essay with the title “The Impact of My Mother Tongue on My Thinking” based on their own experience. At the same time, the teacher recommends some relevant English reading materials and websites for students to expand their knowledge and accumulate writing materials. Design Intention: Summarizing the class can help students sort out the knowledge and skills learned, deepen their memory and understanding. Encouraging students to practice more can stimulate their writing enthusiasm and help them form good writing habits. The after-class extension task can connect classroom teaching with after-class learning, expand students’ knowledge, and further improve their writing ability and comprehensive quality. 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 $