Unit 1 Our living planet-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第一册

Unit 1 Our living planet-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to talk about the planet, cultivates their thinking quality through analyzing environmental issues, enhances their learning ability via independent and cooperative exploration, and strengthens their cultural awareness of global environmental protection and harmonious coexistence between humans and nature. 2. 教学重难点 Key points: Master core words and expressions related to the planet and environment; use simple English to share views on environmental protection. Difficult points: Express opinions logically and coherently; connect daily life with environmental protection topics. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class with a question: “When we talk about ‘our living planet’, what images come to your mind first?” Then, show students a series of high-definition pictures and a 2-minute short video. The pictures include magnificent natural landscapes (such as primeval forests, blue oceans, snow-capped mountains, and green grasslands) and scenes of environmental damage (such as plastic-polluted oceans, deforested mountains, and smoggy cities). The video briefly shows the beauty of the earth and the challenges it is facing, with simple English narration. After watching, the teacher invites 3-4 students to share their feelings in English, such as “I feel the earth is beautiful but fragile” or “We should protect our planet”. Then, the teacher summarizes: “Our earth is a beautiful and precious home for all living things, but it is facing many environmental problems. Today, we will start our unit journey around ‘Our Living Planet’ and explore how we can care for our home together.” Design Intention: The warm-up link uses visual materials (pictures and videos) to stimulate students’ sensory experience, which is more intuitive and vivid than simple verbal description. It can quickly attract students’ attention, arouse their emotional resonance, and let them initially establish the awareness of “the earth is beautiful and fragile”. Asking students to share their feelings in simple English can not only activate their existing English vocabulary related to the environment but also lay a foundation for the subsequent English communication activities. At the same time, it naturally leads to the theme of the unit, making the transition from daily life to classroom learning smooth and natural. Step 2: Vocabulary and Expression Learning (Language Foundation Building) Based on the lead-in link, the teacher introduces the core vocabulary and expressions of this section, which are closely related to the planet and environmental protection. The specific learning process is as follows: First, present the new words with pictures and context to help students understand their meanings and usages. For example, show a picture of a forest and present the word “ecosystem” (n. 生态系统), with the sentence: “A forest is a complex ecosystem where many plants and animals live together.” Then, present “biodiversity” (n. 生物多样性) with a picture of various animals and plants, and explain: “Biodiversity refers to the variety of life on Earth, which is very important for our planet’s health.” Other key words and expressions include “environmental pollution” (环境污染), “deforestation” (森林砍伐), “plastic waste” (塑料垃圾), “protect the environment” (保护环境), “take action” (采取行动), “live in harmony with nature” (与自然和谐共生), etc. After introducing each word and expression, the teacher guides students to read them aloud in groups, corrects their pronunciation and intonation, and then designs simple oral drills to help them consolidate. For example, the teacher asks: “What are the main causes of environmental pollution?” Students can answer with the new expressions: “Deforestation and plastic waste are important causes of environmental pollution.” Or “How can we protect the environment?” Students can respond: “We can take action to reduce plastic waste and live in harmony with nature.” In addition, the teacher encourages students to connect the new words with their daily life and share their own experiences, such as “I often bring a reusable bag to avoid using plastic bags to protect the environment.” Design Intention: Vocabulary is the foundation of language communication. This link closely combines the new words with the theme of the unit and uses pictures and context to help students understand and remember, avoiding mechanical memorization. Oral drills and life connection activities can not only help students master the usages of new words and expressions but also improve their oral expression ability, laying a solid language foundation for the subsequent discussion and cooperative activities. At the same time, guiding students to connect new words with daily life can make them realize that English learning is closely related to real life, enhancing their learning motivation. Step 3: Cooperative Discussion (Application and Thinking Training) After mastering the basic vocabulary and expressions, the teacher divides students into groups of 4-5, and assigns discussion tasks with the help of the pictures and topics in the textbook’s “Welcome to the unit” section. The discussion tasks are designed in three levels, from simple to complex, to meet the needs of students with different English levels. The first level task: Discuss the pictures in the textbook. The textbook presents four pictures: a polluted river, a group of people planting trees, a polar bear on melting ice, and a pile of plastic waste. The teacher asks each group to choose one picture, describe it in English, and discuss the problem reflected in the picture. For example, for the picture of the polar bear on melting ice, students can describe: “There is a polar bear standing on a small piece of ice. The ice is melting because of global warming.” Then discuss: “What will happen to polar bears if the ice keeps melting? What can we do to help them?” The second level task: Share environmental problems around us. The teacher guides students to think about the environmental problems in their daily life, such as air pollution, water pollution, food waste, etc., and asks each group to share one environmental problem they have observed, explain its causes and impacts in simple English, and put forward 1-2 simple solutions. For example, a group may share: “There is a lot of food waste in our school cafeteria. The main reason is that some students take too much food and can’t finish it. This wastes food and pollutes the environment. We suggest that students take only as much food as they can eat.” The third level task: Discuss the theme “What can we do as senior high school students to protect our living planet?” Each group needs to brainstorm specific actions that senior high school students can take, such as saving water and electricity, reducing the use of plastic products, participating in tree planting activities, propagating environmental protection knowledge to family and friends, etc. Then, each group sorts out their ideas and prepares a short report (3-5 sentences) to share with the whole class. During the discussion, the teacher walks around the classroom, observes the performance of each group, provides timely guidance and help for students who have difficulties in expression, such as reminding them of the new words and expressions learned, and guiding them to organize their language logically. For example, if a student can’t express “propagate environmental protection knowledge”, the teacher can prompt: “You can say ‘tell our family and friends about environmental protection knowledge’.” Design Intention: Cooperative discussion is an important way to cultivate students’ cooperative learning ability and thinking quality. The three-level tasks are designed to follow the principle of “from easy to difficult”, which can help students gradually adapt to English discussion and improve their confidence in oral expression. Discussing the pictures in the textbook can closely combine with the teaching content, while discussing the environmental problems around us and the actions of senior high school students can connect the classroom with real life, making students realize that environmental protection is everyone’s responsibility. In the process of discussion, students need to think, communicate, and cooperate, which can not only improve their oral expression ability and logical thinking ability but also cultivate their sense of responsibility and cooperation spirit. Step 4: Group Presentation and Comment (Feedback and Improvement) After the group discussion, each group sends a representative to present their discussion results to the whole class. The presentation time of each group is 1-2 minutes, and the content mainly includes the discussion theme, their views, and suggestions. When other groups are presenting, the teacher asks students to listen carefully, take notes, and prepare to ask questions or give comments after the presentation. After all groups finish their presentations, the teacher first affirms the advantages of each group, such as “Your presentation is clear and logical” or “You put forward very practical suggestions”, and then points out the areas that need improvement, such as “You can use more new words we learned today” or “Pay attention to the correct use of tenses when expressing”. Then, the teacher invites students to comment on the presentations of other groups, such as “I think their suggestion about saving water is very good, and we can also do it in our daily life” or “I have a question: How can we better propagate environmental protection knowledge to our friends?” After the student comments, the teacher makes a summary: “All groups have done a good job in the discussion and presentation. We have discussed many environmental problems and practical solutions. It is important to remember that protecting our living planet is not a slogan, but requires every one of us to take action. Every small action we take can make a difference to our planet.” Design Intention: Group presentation is an important link to test the effect of cooperative discussion and improve students’ oral expression ability. Letting students present in front of the whole class can enhance their confidence and expression ability. Asking students to listen carefully and comment on each other can not only improve their listening ability but also cultivate their critical thinking ability and ability to put forward their own views. The teacher’s affirmation and guidance can help students find their advantages and shortcomings, and further improve their language ability and thinking quality. At the same time, the teacher’s summary can deepen students’ understanding of the theme and strengthen their awareness of environmental protection. Step 5: Consolidation and Extension (Deepen Understanding and Expand Vision) In this link, the teacher designs two activities to help students consolidate the knowledge learned and expand their vision. Activity 1: Sentence making competition. The teacher writes the core words and expressions learned in this class on the blackboard, such as ecosystem, biodiversity, protect the environment, take action, etc. Then, divide students into two teams, and each team takes turns to make sentences with the given words and expressions. The sentences must be related to the theme of environmental protection and grammatically correct. Each correct sentence gets 1 point, and the team with the highest score wins. For example, a student can make a sentence: “Protecting biodiversity is very important for maintaining a healthy ecosystem.” Or “We should take action to stop deforestation and protect our planet.” Activity 2: Environmental protection slogan creation. The teacher asks students to create a short environmental protection slogan in English, which should be concise, vivid, and able to convey the concept of environmental protection. Each student creates 1-2 slogans independently, then shares them with their group members, and the group selects the best 1-2 slogans to share with the whole class. For example, students may create slogans like “Love our planet, love our home”, “Small actions, big changes for the earth”, or “Protect the earth, start with me”. After the two activities, the teacher collects the excellent slogans created by students, writes them on the blackboard, and encourages students to remember them and practice them in their daily life. At the same time, the teacher introduces some international environmental protection organizations and activities briefly, such as the United Nations Environment Programme (UNEP) and World Environment Day (June 5th), so as to expand students’ international vision and let them know that environmental protection is a global issue that requires the joint efforts of all people in the world. Design Intention: The sentence making competition can help students consolidate the usages of core words and expressions in a relaxed and interesting way, avoiding the tediousness of mechanical exercise. The environmental protection slogan creation activity can stimulate students’ creativity and imagination, and let them express their understanding of environmental protection in a more flexible way. Introducing international environmental protection organizations and activities can expand students’ vision, enhance their global awareness, and make them realize that environmental protection is a common responsibility of all mankind, which is in line with the requirements of cultural awareness in core literacy. Step 6: Summary and Homework (Summary and Extension) First, the teacher summarizes the content of this class: “Today, we started the journey of Unit 1 ‘Our Living Planet’. We learned some core words and expressions related to the planet and environmental protection, discussed environmental problems and solutions through group cooperation, and created environmental protection slogans. We also realized that protecting our living planet is everyone’s responsibility. I hope everyone can keep this in mind and take action in daily life.” Then, the teacher assigns homework, which is divided into two parts: 1. Basic homework: Copy the core words and expressions learned in this class, and make 5 sentences with them, which must be related to environmental protection. This homework is to help students consolidate the language knowledge learned and ensure that every student can master the basic vocabulary and expressions. 2. Extended homework: Choose one environmental problem you are most concerned about, write a short English passage (80-100 words) to introduce the problem, its causes and impacts, and put forward your own solutions. Or, with your family members, take one small action to protect the environment (such as sorting garbage, saving water, etc.), and write a short English diary to record the process and your feelings. This homework is to connect classroom learning with daily life, let students apply the knowledge learned to practice, and further enhance their environmental protection awareness and language application ability. Finally, the teacher ends the class with a slogan: “Let’s work together to protect our living planet and make it more beautiful!” Design Intention: The summary link can help students sort out the knowledge learned in this class, form a systematic understanding, and deepen their memory. The homework is designed into basic and extended parts, which can meet the needs of students with different levels. The basic homework focuses on consolidating language knowledge, while the extended homework focuses on applying knowledge to practice, which is in line with the requirements of cultivating students’ learning ability and practical ability. Letting students take environmental protection actions with their family members can also drive the whole family to pay attention to environmental protection, expanding the influence of classroom teaching. 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 $