Unit 3 Environmental Protection-Assessing Your Progress 教案-2025-2026学年高中英语人教版选择性必修第三册

Unit 3 Environmental Protection-Assessing Your Progress 内容导航 This section focuses on assessing students’ mastery of Unit 3’s core knowledge and skills, covering environmental protection vocabulary, sentence patterns, reading comprehension of related texts, and practical writing of environmental proposals, helping students reflect on their learning and improve their comprehensive English application ability. 教学目标和重难点 1. 教学目标 Language Ability: Master environmental protection-related vocabulary and sentence patterns, and improve the ability to read, write and express on environmental topics. Cultural Awareness: Understand global environmental conditions and the environmental concepts of different countries, and establish the awareness of harmonious coexistence between humans and nature. Thinking Quality: Cultivate critical thinking by analyzing environmental problems and their solutions, and improve logical reasoning ability. Learning Ability: Guide students to reflect on their learning weaknesses independently, summarize learning methods, and enhance autonomous learning awareness. 2. 教学重难点 Key Points: Master the key vocabulary (such as greenhouse effect, biodiversity, sustainable development) and sentence patterns of environmental protection; be able to read and understand environmental texts and grasp the core information; be able to write a simple environmental proposal with clear logic and correct expression. Difficult Points: Flexibly use the learned knowledge to analyze and discuss environmental issues in English; improve the logicality and persuasiveness of English writing; correctly reflect on learning and put forward targeted improvement plans. 教学过程 Step 1: Lead-in (Warm-up and Review) Activity 1: Environmental Topic Discussion. The teacher starts with a question: “What environmental problems have we learned about in this unit? What measures can we take to solve these problems?” Ask students to discuss in groups of 4-5, and each group sends one representative to share their opinions in English. During the sharing process, the teacher records the key vocabulary and sentence patterns mentioned by students on the blackboard, such as “climate change, plastic pollution, recycle, reduce, protect biodiversity, take effective measures” and so on. After all groups finish sharing, the teacher makes a brief comment, affirms the positive performance of students, and supplements the missing key points, helping students review the core knowledge of the unit. Design Intention: This activity is designed to arouse students’ interest in learning through a familiar environmental topic, create a relaxed English communication atmosphere, and help students review the vocabulary, sentence patterns and core knowledge related to environmental protection learned in the unit. Group discussion can stimulate students’ enthusiasm for participation, enable each student to have the opportunity to express themselves in English, and lay a solid foundation for the subsequent assessment and learning. Activity 2: Knowledge Review Quiz. The teacher prepares 10 multiple-choice questions and 5 fill-in-the-blank questions, covering the key vocabulary, phrases and grammar points of the unit. For example, multiple-choice questions: 1. Which of the following words means “生物多样性”? A. biodiversity B. greenhouse effect C. pollution; Fill-in-the-blank questions: We should ________ (限制) the use of plastic bags to protect the environment. (restrict). Students complete the questions independently on the answer sheet, and then the teacher checks the answers together with the students, explains the wrong questions in detail, and emphasizes the key and difficult points of knowledge again. For students who make more mistakes, the teacher records their names and pays attention to their performance in the subsequent links. Design Intention: Through the form of quizzes, we can quickly check students’ mastery of the basic knowledge of the unit, find out the weak links in students’ learning, and provide targeted guidance for the subsequent assessment and improvement. The quiz questions are closely combined with the key points of the unit, which can help students consolidate the learned knowledge and enhance their confidence in learning. Step 2: Assessing Reading Ability Activity 1: Fast Reading. The teacher distributes a reading material related to environmental protection (consistent with the difficulty of the unit), with the title “How to Protect Our Planet in Daily Life”. The material introduces the environmental problems caused by people’s daily habits and the corresponding protection measures. Ask students to read the material quickly within a certain time, and answer the following two questions: 1. What is the main idea of the passage? 2. What are the three daily measures mentioned in the passage to protect the environment? After students finish reading, ask several students to answer the questions, and the teacher checks and corrects them, guiding students to grasp the core information of the passage quickly. Design Intention: Fast reading training can improve students’ reading speed and ability to grasp the main idea and key information of the passage. The selected reading material is closely related to the unit theme, which can not only assess students’ reading ability, but also further strengthen students’ understanding of environmental protection measures, realizing the integration of assessment and learning. Activity 2: Careful Reading. On the basis of fast reading, ask students to read the passage carefully again, and complete the following tasks: 1. Underline the key sentences that express the author’s views; 2. Answer the detailed questions: (1) What environmental problems are caused by using disposable chopsticks? (2) How can we save water in daily life? (3) What is the author’s attitude towards environmental protection? After students finish the tasks, the teacher organizes students to exchange their answers in pairs, and then invites several students to share their answers with the whole class. For the difficult questions, the teacher guides students to analyze the passage together, find the basis for the answers, and improve students’ ability to obtain detailed information and analyze and solve problems. Design Intention: Careful reading is an important part of assessing students’ reading ability. Through underlining key sentences and answering detailed questions, students’ ability to understand the details of the passage, grasp the author’s views and attitudes is assessed. Pair exchange can help students learn from each other, solve problems independently, and cultivate their cooperative learning ability. The teacher’s guidance can help students break through the difficulties in reading and improve their reading comprehension ability. Activity 3: Reading Reflection. Ask students to think about the following questions: 1. What difficulties did you encounter in reading this passage? (Such as unknown words, complex sentences, etc.) 2. Which parts of the reading skills learned in this unit did you use in reading? 3. How can you improve your reading ability in the future? Students write down their reflections on the answer sheet, and then the teacher collects some students’ reflection notes and comments on them, affirming their advantages and putting forward targeted improvement suggestions, such as memorizing more environmental vocabulary, practicing reading more related materials, and learning to analyze complex sentences. Design Intention: Reading reflection can guide students to summarize their reading experience and problems, enhance their awareness of autonomous learning, and help students find their own weaknesses in reading and put forward improvement plans. The teacher’s comments can help students have a clearer understanding of their reading level and provide direction for their future learning. Step 3: Assessing Writing Ability Activity 1: Writing Guidance. The teacher first reviews the writing points of the environmental proposal learned in the unit, emphasizing the structure of the proposal: opening (putting forward environmental problems), main body (putting forward specific protection measures) and closing (calling on everyone to take action). Then, the teacher lists some common sentence patterns used in the proposal, such as “We should...”, “It is necessary for us to...”, “We suggest that...”, “Let’s work together to...”, and gives examples to illustrate how to use these sentence patterns flexibly. At the same time, the teacher reminds students to pay attention to the correct use of vocabulary, grammar and punctuation in writing, and avoid common mistakes. Design Intention: Writing guidance is to help students review the writing methods and skills of environmental proposals, master the key points of writing, and avoid mistakes in writing. The explanation of sentence patterns can provide practical help for students’ writing, enable students to use the learned language knowledge flexibly, and improve the quality of their writing. Activity 2: Writing Practice. Ask students to write an environmental proposal with the title “A Proposal on Protecting Our School Environment”. The requirements are as follows: 1. Briefly describe the environmental problems existing in the school (such as garbage classification, water waste, etc.); 2. Put forward at least three specific protection measures; 3. The length is about 120-150 words, with correct grammar, clear logic and smooth expression. Students complete the writing independently, and the teacher walks around the classroom, providing timely guidance for students who have difficulties in writing, such as helping them think about protection measures, correcting wrong sentences, etc. Design Intention: Writing practice is the key link to assess students’ writing ability. The topic of the proposal is closely related to students’ daily life, which can stimulate students’ writing enthusiasm and make it easier for students to express their views. Independent writing can assess students’ ability to use language independently, and the teacher’s on-site guidance can help students solve problems in writing in time, improve their writing confidence and ability. Activity 3: Writing Evaluation. After students finish writing, the teacher collects the compositions and selects 3-5 representative compositions (including excellent compositions and compositions with common problems) to display in the class. First, ask students to evaluate the excellent compositions, analyze their advantages (such as clear structure, correct use of vocabulary and sentence patterns, reasonable measures, etc.), and then the teacher makes a supplementary comment, affirming the advantages of the compositions and summarizing the writing experience. Then, for the compositions with common problems, the teacher guides students to find out the problems (such as incorrect grammar, unclear logic, insufficient measures, etc.), and teaches students how to correct them. Finally, students exchange their compositions in pairs, evaluate each other according to the evaluation criteria (structure, vocabulary, grammar, expression), and put forward improvement suggestions. Design Intention: Writing evaluation is an important part of improving students’ writing ability. By displaying excellent compositions and problematic compositions, students can learn from each other, find their own advantages and disadvantages in writing. Peer evaluation can stimulate students’ enthusiasm for participation, enable students to better understand the writing standards, and improve their ability to evaluate and modify compositions. The teacher’s comment can help students grasp the key points of writing evaluation and provide direction for their future writing improvement. Step 4: Assessing Oral Expression Ability Activity 1: Oral Discussion. The teacher sets a discussion topic related to environmental protection: “Should we ban the use of disposable plastic products completely?” Ask students to discuss in groups of 4-5, and each student expresses their own views and reasons. During the discussion, students need to use the vocabulary, sentence patterns and knowledge learned in the unit, and pay attention to the fluency and correctness of oral expression. The teacher walks around each group, listens to students’ discussions, and provides guidance for students who have difficulties in expression, such as reminding them of relevant vocabulary and sentence patterns. Design Intention: Oral discussion can assess students’ oral expression ability, logical thinking ability and cooperative communication ability. The discussion topic is controversial, which can stimulate students’ thinking, enable students to express their views freely, and flexibly use the learned language knowledge. Group discussion can create a relaxed oral communication atmosphere, reduce students’ anxiety in speaking English, and improve their oral expression confidence. Activity 2: Oral Presentation. Each group selects one representative to make an oral presentation based on the group discussion results, with a time of 2-3 minutes. The presentation should include the group’s views, reasons and relevant suggestions. After each presentation, other students can ask questions, and the representative of the group answers them. The teacher evaluates the students’ oral presentation from the aspects of fluency, correctness, logicality and content richness, affirms the advantages of the students, and puts forward improvement suggestions, such as speaking more fluently, using more complex sentence patterns, etc. Design Intention: Oral presentation can further assess students’ oral expression ability and logical thinking ability, and enable students to exercise their ability to express their views systematically. Asking and answering questions can improve students’ ability to respond flexibly in oral communication. The teacher’s evaluation can help students have a clearer understanding of their oral expression level and provide targeted improvement suggestions. Activity 3: Oral Reflection. Ask students to think about their own performance in oral discussion and presentation: 1. What advantages did you have in oral expression? 2. What difficulties did you encounter? (Such as insufficient vocabulary, unfluent expression, etc.) 3. How can you improve your oral expression ability in the future? Students share their reflections in the class, and the teacher summarizes, emphasizing that students should practice oral expression more in daily life, memorize more vocabulary and sentence patterns, and dare to speak English. Design Intention: Oral reflection can guide students to summarize their oral expression experience and problems, enhance their awareness of improving oral expression ability. Sharing reflections in the class can help students learn from each other, and the teacher’s summary can strengthen students’ understanding of the importance of oral expression and provide direction for their future practice. Step 5: Comprehensive Assessment and Summary Activity 1: Self-Assessment. The teacher distributes a self-assessment form to each student, which includes the mastery of vocabulary and grammar, reading ability, writing ability, oral expression ability and learning attitude. Students evaluate themselves according to their own performance in this unit and this assessment class, and fill in the self-assessment form, including their advantages, weaknesses and improvement plans. Design Intention: Self-assessment can help students have a comprehensive understanding of their own learning situation, cultivate their ability to reflect on themselves independently, and enable students to take the initiative to find their own weaknesses and put forward improvement plans, which is conducive to the formation of autonomous learning ability. Activity 2: Teacher’s Comprehensive Evaluation. The teacher makes a comprehensive evaluation based on students’ performance in the quiz, reading, writing, oral expression and self-assessment. First, the teacher affirms the overall performance of the students, praises the students who have made progress and performed well, and then points out the common problems existing in the students’ learning, such as insufficient mastery of some vocabulary, unfluent oral expression, and insufficient logicality in writing. Finally, the teacher puts forward specific requirements and suggestions for students’ future learning, such as strengthening vocabulary memory, practicing reading and writing more, and actively participating in oral communication. Design Intention: The teacher’s comprehensive evaluation can help students have a more objective understanding of their own learning level, affirm their efforts and achievements, and enhance their learning confidence. Pointing out common problems and putting forward suggestions can provide direction for students’ future learning, help students make targeted improvements, and promote the overall improvement of students’ English ability. Activity 3: Unit Summary. The teacher leads students to summarize the core knowledge and skills of Unit 3 again, including key vocabulary, phrases, grammar points, reading skills, writing skills and oral expression skills. At the same time, the teacher emphasizes the theme of environmental protection, calls on students to establish the awareness of environmental protection, and integrate the concept of environmental protection into their daily life, so as to realize the organic combination of language learning and moral education. Design Intention: Unit summary can help students sort out the knowledge system of the unit, consolidate the learned knowledge and skills, and form a complete knowledge framework. Integrating moral education into the summary can not only improve students’ language ability, but also cultivate their sense of social responsibility and environmental awareness, which is in line with the requirements of core literacy training. Step 6: Homework Arrangement 1. Revise the environmental proposal written in class according to the teacher’s and peers’ suggestions, and hand it in the next class. 2. Read an English article about environmental protection after class, and write a 50-word reading summary. 3. Practice oral expression with partners after class, using the discussion topic of this class, and record the practice process. 4. Complete the self-assessment form and write a 100-word learning reflection, summarizing the learning experience and improvement plans of this unit. Design Intention: Homework arrangement is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class, further improve their reading, writing and oral expression ability. The homework is closely combined with the assessment content of this class, which is targeted and operable, and can help students make up for their weaknesses and improve their comprehensive English application ability. At the same time, the learning reflection can help students further sort out their learning experience and promote the improvement of autonomous learning ability. 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 $