Unit 1 Fighting Stress-Reading B-Writing 教案-2025-2026学年高中英语沪外版选择性必修第三册

Unit 1 Fighting Stress-Reading B-Writing 教学目标和重难点 教学目标 It focuses on language ability by training students to use stress-related vocabulary and sentence patterns for writing. It cultivates thinking quality through guiding students to analyze, judge and summarize stress-coping strategies. It develops cultural awareness by helping students understand stress management in diverse cultures. It enhances learning ability by promoting independent and cooperative writing practice. 教学重难点 Key points: Master stress-related vocabulary and functional sentence patterns, and grasp the structure of practical writing about fighting stress. Difficult points: Use appropriate strategies and details to express views logically, and combine personal experience with what is learned in Reading B to complete a coherent and practical writing. 教学过程 Lead-in: Activate Prior Knowledge and Create Writing Context The teacher starts the class by presenting some pictures and short videos about common stress scenarios for senior high school students, such as academic pressure, interpersonal relationships and family expectations. Then the teacher asks a series of guiding questions closely related to the unit theme “Fighting Stress” and Reading B. First, the teacher asks: “What kinds of stress do you usually encounter in your daily study and life? How do you feel when you are under stress?” Then, the teacher further guides: “After reading Reading B, we have learned about some effective strategies to cope with stress, such as time management, physical exercise and communication with others. Which strategy do you think is the most suitable for you? Why?” 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 carefully, 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 “stress”, “cope with”, “time management”, “physical exercise”, “communicate with friends”, “relieve pressure” 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 and visual materials are closely connected with Reading B and the unit theme, which can quickly activate students’ prior knowledge and life experience, and arouse their interest in the writing topic. Pair sharing provides students with opportunities to practice oral expression, reduces their anxiety about writing in English, 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 Review of Reading B The teacher guides students to review the core content of Reading B. First, the teacher asks students to recall the main idea of Reading B: “What is the main content of Reading B? What stress-coping strategies are mentioned in the passage?” Then, the teacher organizes students to discuss in groups and list the key vocabulary, phrases and sentence patterns in Reading B that are related to fighting stress. For example, vocabulary like “anxiety”, “depression”, “relax”, “balance”, “prioritize”, phrases like “deal with stress”, “take regular exercise”, “share worries with others”, “set reasonable goals”, and sentence patterns like “There are several effective strategies to help us cope with stress.” “One of the most useful ways is to...” “By doing..., we can effectively relieve our pressure.” After the group discussion, the teacher invites each group to send a representative to present their results, and supplements and sorts out the key language points on the blackboard, emphasizing the correct usage of these words, phrases and sentence patterns in writing. At the same time, the teacher guides students to analyze the structure of Reading B, helping them understand how the passage puts forward the problem of stress, introduces coping strategies and summarizes the importance of stress management. This helps students lay a foundation for imitating the writing structure in their own writing. Design Intention: Reviewing Reading B is an important link to realize the connection between reading input and writing output. By recalling the core content and key language points of Reading B, students can flexibly apply the knowledge they have learned to writing, avoiding the disconnection between reading and writing. Analyzing the structure of Reading B helps students master the basic framework of writing about fighting stress, and cultivates their ability to organize writing logically. Clarify Writing Task and Requirements In addition, the teacher shows a sample writing to students, analyzes its advantages in structure, language and content, and points out how the sample uses the knowledge learned in Reading B. For example, the sample starts with the stress encountered in study, then introduces two strategies: taking exercise and communicating with parents, and finally expresses the feeling of relieving stress. The sample also uses many key phrases and sentence patterns from Reading B, which helps students have a clearer understanding of the writing requirements and direction. Design Intention: Clarifying the writing task and requirements helps students avoid blindness in writing and ensures that their writing meets the specified standards. The sample writing provides a specific model for students, reduces their difficulty in starting writing, and helps them better understand how to apply the knowledge learned in Reading B to practical writing. At the same time, combining personal experience can stimulate students’ writing enthusiasm and make their works more authentic and vivid. Brainstorming and Outline Construction The teacher organizes students to carry out brainstorming activities. Students are asked to think about their own stress situations, such as academic pressure from exams, pressure from family expectations, or interpersonal pressure with classmates and friends. Then, they think about the specific strategies they use to cope with these stresses, and record their ideas on the draft paper. During the brainstorming process, the teacher walks around the classroom, provides guidance for students who have no ideas, and encourages them to think boldly and combine their own real experiences. After the brainstorming, the teacher guides students to sort out their ideas and build a writing outline. The outline is divided into three parts: beginning, body and ending. The beginning part should briefly introduce the main types of stress they encounter; the body part should elaborate on at least two stress-coping strategies, including specific practices and processes; the ending part should express their feelings after using these strategies and their understanding of fighting stress. The teacher invites several students to share their outlines with the whole class, and makes comments and suggestions to help them improve their outlines and ensure that the structure is clear and the logic is smooth. Design Intention: Brainstorming helps students open their minds, accumulate rich writing materials, and solve the problem of “having nothing to write”. Constructing the outline helps students sort out their ideas, clarify the logical relationship between each part of the writing, and avoid the confusion of the writing structure. The teacher’s guidance and comments can help students find the problems in their outlines in time and improve the rationality and completeness of their writing ideas. While-Writing: Guide Independent Writing and Provide Timely Help Students start to write independently according to their own outlines. During the writing process, the teacher walks around the classroom to observe students’ writing situation, and provides timely help and guidance for students who have difficulties. For students with weak language foundation, the teacher reminds them to use the key vocabulary, phrases and sentence patterns learned in Reading B, and helps them correct simple grammatical mistakes. For students who have problems in logical organization, the teacher guides them to adjust the order of sentences and paragraphs to ensure the fluency and coherence of the writing. In the process of independent writing, students can ask the teacher for help when they encounter problems, and they can also exchange ideas with their deskmates appropriately under the guidance of the teacher. The teacher encourages students to write boldly, express their true feelings, and not be afraid of making mistakes, emphasizing that the process of writing is a process of continuous improvement. Design Intention: Independent writing is the key link to cultivate students’ writing ability. It allows students to apply the knowledge and skills they have learned to practice independently, and exercise their ability to organize language and express views. The teacher’s timely guidance and help can effectively solve the difficulties encountered by students in the writing process, protect their writing enthusiasm, and help them establish confidence in writing in English. Encouraging students to exchange ideas appropriately can promote mutual learning and common progress among students. Post-Writing: Carry Out Evaluation and Revision to Improve Writing Quality Peer Evaluation During the peer evaluation, students are required to put forward positive comments and constructive suggestions. For example, they can praise the advantages of their classmates’ writings, such as “You used many useful phrases from Reading B, which makes your writing more standard.”, and put forward suggestions for improvement, such as “You can add more specific details about how you take exercise to make the content more vivid.”. The teacher walks around the groups to guide students to carry out peer evaluation objectively and seriously, and helps them solve the problems encountered in the evaluation process. Design Intention: Peer evaluation not only can help students find the advantages and disadvantages of their own writings by learning from each other, but also can exercise their ability to evaluate and appreciate works. It makes students change from passive acceptors of evaluation to active participants, and enhances their sense of participation and responsibility. At the same time, communicating with classmates can help students learn different writing ideas and methods, and broaden their writing thinking. Teacher Evaluation and Focused Comment After the peer evaluation, the teacher collects some representative writings, including excellent works and works with common problems, and comments on them in class. For excellent works, the teacher reads them aloud to the whole class, analyzes their advantages in content, structure, language and other aspects, and encourages other students to learn from them. For works with common problems, such as unclear structure, incorrect use of vocabulary and sentence patterns, or lack of specific details, the teacher points out the problems and gives specific suggestions for revision, and demonstrates how to revise these problems with the students. In addition, the teacher summarizes the common problems in students’ writings, such as the incorrect use of some key phrases, the lack of transitional words, and the lack of specific details, and carries out targeted explanations and exercises. For example, the teacher explains the correct use of the phrase “deal with” and “cope with”, and lets students make sentences to consolidate their understanding. The teacher also emphasizes the importance of using specific details in writing, and guides students to add appropriate details to their own writings. Design Intention: Teacher evaluation is an important supplement to peer evaluation. The teacher’s focused comment can help students grasp the common problems in writing and understand the direction of improvement. By commenting on excellent works and works with problems, students can clearly know what is a good writing and how to correct their own mistakes. Targeted explanations and exercises can help students make up for their weak links in language use and improve their writing ability. Independent Revision and Re-writing Students revise their own writings according to the peer evaluation comments and the teacher’s guidance. During the revision process, students need to check whether their writings meet the requirements, correct grammatical and spelling mistakes, adjust the structure and content, add specific details, and improve the fluency and coherence of the language. For students who have great difficulties in revision, the teacher provides one-on-one guidance to help them complete the revision. After the revision, students re-write their works neatly, and submit them to the teacher for further evaluation. The teacher checks the revised works one by one, records the progress of each student, and gives personalized comments and suggestions, so as to help students continuously improve their writing quality. For students who have made great progress, the teacher gives timely praise and encouragement to enhance their confidence in writing. Design Intention: Revision is an important link to improve writing quality. It helps students develop a good writing habit of “writing and revising”, and cultivate their ability to find and correct mistakes independently. Independent revision allows students to deeply understand their own problems and improve their writing ability in the process of solving problems. One-on-one guidance can effectively help students with weak foundation solve their difficulties and ensure that every student makes progress in writing. Summary and Extension: Consolidate Knowledge and Expand Application The teacher summarizes the whole class. First, the teacher reviews the key content of the class, including the key vocabulary, phrases and sentence patterns related to fighting stress, the structure of writing about fighting stress, and the writing skills. Then, the teacher emphasizes the importance of combining reading and writing, and encourages students to apply the knowledge and skills learned in this class to their daily English learning and life. For the extension activity, the teacher assigns a small task: Ask students to interview their family members or friends about how they cope with stress, record the key information, and write a short report about “How My Family Member/Friend Copes with Stress” after class. This task requires students to use the knowledge and skills learned in this class, and combines oral communication with writing, so as to further consolidate their writing ability and expand the application of knowledge. Finally, the teacher encourages students to face stress bravely in their daily life, use the correct strategies to cope with stress, and maintain a positive and optimistic attitude. At the same time, the teacher reminds students to pay attention to accumulating English vocabulary and sentence patterns in daily life, and practice writing more, so as to continuously improve their English writing ability. Design Intention: The summary helps students sort out the knowledge and skills learned in the class, deepen their understanding and memory, and form a systematic knowledge framework. The extension activity connects classroom learning with real life, expands the application scope of knowledge, and further exercises students’ writing ability and oral communication ability. Encouraging students to face stress bravely not only helps them improve their psychological quality, but also integrates the emotional education into the English teaching, realizing the all-round development of students’ 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 $