Unit 1 Our living planet-Integrated skills 教案-2025-2026学年高中英语译林版选修第一册

Unit 1 Our living planet-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on language competence by training listening, speaking, reading and writing skills around the theme of the planet. It cultivates cultural awareness of global environmental protection, develops critical thinking for environmental issues, and enhances learning ability through independent and cooperative exploration. 2. 教学重难点 Key points: Master core vocabularies and expressions about environmental protection; improve integrated language skills. Difficult points: Use language accurately to discuss environmental problems and put forward solutions; integrate and apply multi-modal information. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a 3-minute short video about the beauty of the Earth, including blue oceans, lush forests, diverse wildlife and other scenes, followed by scenes of environmental pollution such as plastic waste in the ocean, deforestation and air pollution. After playing the video, the teacher asks two questions in English: “What beautiful scenes of the Earth did you see in the video?” and “What environmental problems did you notice?” Then, invites 3-4 students to answer the questions freely. After the students’ answers, the teacher makes a brief comment, summarizes the beauty of the Earth and the severe environmental problems it is facing, and leads to the theme of this lesson: “Our living planet is in danger, and we need to understand it and take action to protect it. Today, we will improve our integrated skills through various activities related to our living planet.” Design Intention: The short video combines beautiful natural scenes and worrying environmental problems, which can quickly attract students’ attention and arouse their emotional resonance. By asking questions, it can activate students’ prior knowledge about environmental protection, enable them to use simple English to express their observations and thoughts, lay a foundation for the subsequent integrated skills training, and subtly convey the awareness of environmental protection, which is in line with the requirements of cultural awareness in core literacy. Listening Practice: Improve Listening Comprehension and Extract Key Information First, the teacher introduces the listening task: “We will listen to a conversation between a student and an environmentalist. They are talking about the current environmental problems of the Earth and some practical protection measures. Before listening, let’s learn some key vocabularies and expressions to help you understand the listening material better.” Then, the teacher presents core vocabularies and expressions on the screen, including “deforestation”, “plastic pollution”, “carbon emission”, “renewable energy”, “recycle”, “conserve water” and so on. The teacher reads each word and phrase twice, and asks students to follow along, correcting their pronunciation and intonation in time. After that, the teacher asks students to guess the main content of the listening material according to the vocabularies and the theme of the unit, guiding them to make reasonable predictions. Next, the listening practice is carried out in three steps. The first listening: Ask students to listen carefully and get the main idea of the conversation, and then invite students to summarize the main content in one or two sentences. The second listening: Ask students to listen again and fill in the blanks in the listening task sheet. The blanks mainly involve key information such as environmental problems mentioned in the conversation and specific protection measures. After listening, the teacher checks the answers with the whole class, explains the difficult points in the listening material, such as long sentences or unfamiliar expressions, and helps students sort out the logical relationship of the conversation. The third listening: Ask students to listen to the conversation again, and then work in pairs to role-play the conversation. Each pair has 5 minutes to prepare, and then 2-3 pairs are invited to perform in front of the class. The teacher comments on their performance, focusing on their pronunciation, intonation and the accuracy of key expressions. Design Intention: The pre-listening vocabulary learning helps students remove language obstacles and improve the efficiency of listening comprehension. Predicting the main content of the listening material can cultivate students’ listening strategies and improve their ability to grasp the overall context. The three-step listening practice, from grasping the main idea to extracting key information and then to role-playing, conforms to the law of students’ listening ability improvement, and can effectively train students’ listening comprehension ability and oral expression ability, which is the key to improving their language competence. Role-playing activities also can arouse students’ learning enthusiasm and promote their cooperative learning ability. Reading Practice: Enhance Reading Ability and Integrate Information After the listening practice, the teacher transitions to the reading part: “We have learned about environmental problems and protection measures through listening. Now, let’s read an article about the importance of protecting the Earth’s ecosystems, which will help us have a deeper understanding of our living planet.” The teacher distributes the reading materials to students. The article mainly introduces the composition of the Earth’s ecosystems, the damage caused by human activities to the ecosystems, and the significance of protecting the ecosystems. It is a typical expository text, with clear logical structure and rich professional vocabularies. First, ask students to read the article quickly (skimming) and answer two questions: “What is the main idea of the article?” and “What are the main damages caused by human activities to the Earth’s ecosystems?” After students finish reading, invite them to share their answers, and the teacher sorts out and summarizes the main idea and key points of the article, helping students grasp the overall structure of the text. Then, ask students to read the article carefully (scanning), and complete the following tasks: 1. Underline the core vocabularies and difficult sentences in the article; 2. Fill in the table about the composition of the Earth’s ecosystems and the corresponding damages. The table is designed to help students sort out the key information in the text and improve their ability to extract and integrate information. After students finish the tasks, the teacher organizes a class discussion. First, invite students to share the difficult sentences they underlined, and the teacher explains them in detail, including sentence structure, key words and their usage, helping students break through the language difficulties in reading. Then, focus on the table filled in by students, check the answers, and guide students to think about: “What can we do to reduce the damage to the Earth’s ecosystems?” Encourage students to express their opinions freely, and the teacher records the key points of their opinions on the blackboard. Finally, ask students to work in groups of 4 to summarize the main content of the article and discuss the ways to protect the Earth’s ecosystems. Each group selects a representative to report the group’s views to the whole class. The teacher comments on each group’s report, affirming their advantages and putting forward suggestions for improvement, such as the accuracy of language expression and the rationality of suggestions. Design Intention: Skimming and scanning are important reading strategies. Through skimming, students can quickly grasp the main idea of the text, and through scanning, they can accurately extract key information, which helps improve students’ reading efficiency and ability. The design of underlining difficult sentences and filling in the table can help students deeply understand the text content, consolidate the learned vocabularies and sentence patterns, and lay a foundation for subsequent writing. Group discussion and report activities can not only cultivate students’ cooperative learning ability and critical thinking ability, but also provide them with opportunities to use English to express their views, which is conducive to improving their comprehensive language application ability. At the same time, guiding students to think about environmental protection measures can further strengthen their environmental awareness and cultivate their sense of social responsibility. Speaking Practice: Improve Oral Expression and Communicative Ability Based on the listening and reading practice, the teacher leads into the speaking part: “We have learned a lot about environmental problems and protection measures through listening and reading. Now, let’s use the knowledge we have learned to discuss a real-life topic: ‘What can senior high school students do to protect our living planet?’” First, the teacher divides students into groups of 5, and assigns a specific sub-topic to each group, such as “How to save water in daily life”, “How to reduce plastic pollution”, “How to promote environmental protection among peers”, “How to choose low-carbon travel methods” and so on. Each group has 10 minutes to discuss their sub-topic. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely help to students who have difficulties in expression, such as reminding them of relevant vocabularies and expressions, guiding them to organize their language logically. After the discussion, each group sends a representative to give a 2-3 minute speech on their sub-topic. The speech requires clear views, fluent expression, and the proper use of the vocabularies and expressions learned in this lesson. After each representative’s speech, other students can ask questions or put forward supplementary opinions, and the teacher makes comments on the speech, focusing on the accuracy of language, the fluency of expression, the clarity of logic and the practicality of suggestions. For students who perform well, the teacher gives affirmation and praise; for students who have deficiencies, the teacher gives patient guidance and encouragement. In addition, the teacher designs a situational dialogue activity: Suppose a foreign student comes to China and asks you about the environmental protection situation in China and the actions of Chinese students to protect the environment. Please have a dialogue with the foreign student. Invite 2-3 pairs of students to perform the situational dialogue in front of the class. The teacher comments on their performance, paying attention to the appropriateness of their language in communication and the ability to respond flexibly. Design Intention: The speaking practice is closely combined with the previous listening and reading content, which can help students consolidate the learned knowledge and realize the transfer and application of language. Assigning sub-topics to each group can make the discussion more targeted, avoid the situation of aimless discussion, and help students focus on the key points. During the discussion, the teacher’s guidance can help students solve the difficulties in oral expression, enhance their confidence in speaking English. The speech and situational dialogue activities can effectively improve students’ oral expression ability and communicative ability, and cultivate their ability to use English to solve practical problems. At the same time, the discussion of practical environmental protection topics can let students realize that they can contribute to protecting the Earth in daily life, and enhance their sense of responsibility and participation. Writing Practice: Improve Writing Ability and Integrate Comprehensive Skills After the speaking practice, the teacher transitions to the writing part: “We have discussed a lot of ways to protect our living planet. Now, let’s write a short passage about ‘Our Responsibility to Protect the Living Planet’ to express our views and suggestions. The passage should be based on the knowledge we have learned in this lesson, including environmental problems, the importance of protection and specific protection measures.” First, the teacher guides students to sort out the writing ideas. The teacher writes the outline of the passage on the blackboard: 1. Introduction: Briefly introduce the current environmental situation of the Earth and the significance of protecting the living planet; 2. Body: List the main environmental problems and put forward specific protection measures (combining the views discussed in the speaking part); 3. Conclusion: Express the determination and call on everyone to take action to protect the Earth. Then, the teacher reminds students to use the vocabularies and expressions learned in this lesson, such as “deforestation”, “recycle”, “low-carbon”, “take responsibility”, “make a difference” and so on. At the same time, the teacher gives some sentence patterns for students to refer to, such as “It is our duty to protect our living planet.”, “We can... to reduce environmental pollution.”, “Only by working together can we make our planet better.” Then, students start to write independently. During the writing process, the teacher walks around the classroom, answers students’ questions, and helps students who have difficulties in organizing language or using words and sentences. For students who write quickly and well, the teacher encourages them to enrich the content of the passage and improve the accuracy and fluency of language; for students who have difficulties in writing, the teacher gives targeted guidance, such as helping them sort out ideas or providing appropriate words and sentences. After students finish writing, the teacher organizes a peer evaluation activity. Each student exchanges their writing with their deskmate, and evaluates according to the following standards: 1. Whether the theme is clear and the logic is smooth; 2. Whether the vocabularies and expressions are used correctly and appropriately; 3. Whether there are grammatical errors; 4. Whether the suggestions are practical. After the peer evaluation, students revise their own writing according to the suggestions put forward by their deskmate. Then, the teacher collects some representative writing works (including excellent works and works with common problems), displays them on the screen, and comments on them. For excellent works, the teacher analyzes their advantages, such as clear logic, accurate language and rich content, and encourages other students to learn from them; for works with common problems, the teacher points out the problems and gives revision suggestions, helping students avoid similar mistakes in the future. Design Intention: The writing practice is the integration and application of listening, speaking and reading skills, which can effectively improve students’ writing ability. Guiding students to sort out the writing outline can help them clarify their writing ideas and avoid the situation of disorganized writing. Providing vocabularies, expressions and sentence patterns can help students reduce writing difficulties and improve the quality of their writing. Peer evaluation activities can not only help students find their own problems in writing, but also improve their ability to evaluate and appreciate articles. The teacher’s comment and guidance can help students sum up experience and lessons, further improve their writing level, and realize the comprehensive improvement of language competence. Summary and Extension: Consolidate Knowledge and Expand Vision First, the teacher leads students to summarize the content of this lesson: “In today’s class, we have carried out listening, speaking, reading and writing activities around the theme of ‘Our living planet’. We have mastered some core vocabularies and expressions about environmental protection, improved our integrated language skills, and discussed a lot of practical ways to protect the Earth. I hope everyone can keep in mind our responsibility to protect the living planet and put it into action in daily life.” Then, the teacher carries out the extension activity: “After class, please do two things: 1. Surf the Internet to collect more information about global environmental protection, such as the latest environmental protection policies, outstanding environmental protection cases, and write a short report (about 100 words) to share in the next class; 2. Work with your family to formulate a family environmental protection plan, including specific actions such as saving water, reducing plastic use and sorting garbage, and record the implementation process of the plan.” Finally, the teacher ends the class with a sentence: “Our living planet is our only home. Let’s work together to protect it and make it more beautiful.” Design Intention: The summary of the lesson helps students sort out the knowledge and skills learned in this class, consolidate the learning results, and form a systematic knowledge framework. The extension activities combine classroom learning with extracurricular practice, which can expand students’ vision, let them learn more about environmental protection knowledge, and realize the connection between English learning and real life. The family environmental protection plan can drive the whole family to participate in environmental protection activities, further strengthen students’ environmental awareness and sense of responsibility, and achieve the goal of cultivating students’ cultural awareness and learning ability. At the same time, the extension activities can also lay a foundation for the next class and promote the continuity of 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 $