Unit 8 Green Living-Writing Workshop 教案-2025-2026学年高中英语北师大版必修第三册

Unit 8 Green Living-Writing Workshop 教学目标和重难点 教学目标 Language Ability: Master core vocabulary and sentence patterns about green living, and be able to write a coherent, logical and practical essay to express views on green living. Cultural Awareness: Understand the connotation of green development at home and abroad, recognize the significance of environmental protection, and establish a sense of ecological responsibility. Thinking Quality: Develop logical thinking through sorting out writing ideas and critical thinking through analyzing green living phenomena. Learning Ability: Master basic writing strategies, learn to cooperate and communicate in writing activities, and form the habit of autonomous learning and revision. 教学重难点 Key Points: Grasp the structure of green living-themed essays (introduction, main body with supporting details, conclusion), and correctly use relevant vocabulary, sentence patterns and transitional words to express views and suggestions clearly. Difficult Points: How to combine real-life examples with green living themes organically, ensure the logical connection of the article, and reflect personal thinking and emotional resonance in writing. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of contrast pictures: one is a polluted river with floating garbage, dead fish and smelly water; the other is a clear river with green plants on both sides and fish swimming freely. Then the teacher asks two questions in English: “What do you see in these two pictures? What’s the difference between them?” After students give simple answers, the teacher continues to guide: “Nowadays, environmental problems are becoming more and more serious, and green living has become an important topic in our life. We have learned a lot about green living in this unit, such as energy conservation, waste recycling and low-carbon travel. Today, we will learn to write an essay about green living to express our own views and suggestions.” Design Intention: The contrast pictures can visually show the impact of environmental protection on life, quickly attract students’ attention and arouse their emotional resonance. By asking questions, the teacher can activate students’ prior knowledge about green living learned in the unit, help students connect the new writing task with the existing knowledge, reduce the difficulty of learning new content, and lay a foundation for the smooth development of the follow-up writing teaching. At the same time, it can guide students to pay attention to environmental issues and cultivate their initial sense of environmental responsibility. Pre-writing: Master Writing Basics and Sort Out Ideas Vocabulary and Sentence Patterns Review First, the teacher organizes a group competition activity. Divide the students into 4 groups, and ask each group to write down the vocabulary and sentence patterns related to green living that they have learned in this unit within 5 minutes. The group with the most correct and useful expressions wins a small reward. After the competition, the teacher sorts out and supplements the core vocabulary and sentence patterns on the blackboard, such as vocabulary: sustainable development, conservation, reduce, reuse, recycle, low-carbon, energy-saving, environmental pollution, eco-friendly; sentence patterns: In order to live a green life, we should...; One of the effective ways to protect the environment is...; It is essential for us to practice green living; Not only can we..., but we can also...; If everyone takes action, our world will become better. Then, the teacher gives simple examples to explain how to use these vocabulary and sentence patterns in writing. For example, “In order to live a green life, we should reduce the use of disposable chopsticks and use reusable tableware instead.” “One of the effective ways to protect the environment is to sort garbage and recycle recyclable materials.” Design Intention: The group competition activity can stimulate students’ learning enthusiasm and initiative, make students actively recall the vocabulary and sentence patterns related to green living learned in the unit, and consolidate the basic language knowledge. By sorting out and supplementing the core content and giving examples, the teacher can help students master the correct usage of these language points, solve the problem of lacking appropriate language expression in writing, and lay a solid language foundation for the follow-up writing practice. The small reward can also enhance students’ sense of achievement and participation. Text Structure Analysis The teacher presents a model essay about green living on the screen, and asks students to read it carefully and discuss the following questions in groups: “What is the main idea of this essay? How is the essay structured? What content is included in each part?” After the group discussion, each group sends a representative to share their views. Then the teacher summarizes the structure of green living-themed essays: Introduction (introduce the background of green living, put forward the central topic); Main Body (list specific measures of green living, combine with real-life examples, explain the significance of each measure); Conclusion (summarize the main points, express expectations or calls for action). At the same time, the teacher emphasizes the logical connection between each part, and introduces common transitional words and phrases, such as first, second, besides, in addition, finally, therefore, as a result, in conclusion. The teacher gives examples to show how to use these transitional words to make the article coherent and logical. For example, “First, we can save water by turning off the tap when we brush our teeth. Second, we can save electricity by turning off the lights when we leave the room. Besides, we can choose to go to school by bike or on foot instead of by car.” Design Intention: The model essay can provide a clear example for students, help students understand the structure and writing ideas of green living-themed essays intuitively. Group discussion can cultivate students’ cooperative learning ability and communication ability, and make students actively think and explore the structure of the article. The teacher’s summary can help students sort out their ideas and form a clear understanding of the essay structure. The explanation of transitional words can help students solve the problem of poor logical connection in writing, improve the coherence and fluency of the article, and cultivate students’ logical thinking ability. Brainstorming and Idea Sorting The teacher puts forward the writing task: Write an essay titled “My Green Living Tips” to introduce the specific ways you practice green living in daily life and explain the significance of green living. Then the teacher guides students to brainstorm: “What can we do to live a green life in daily life? For example, in terms of diet, clothing, housing, travel, study and other aspects.” Students can speak freely, and the teacher writes down their ideas on the blackboard, such as: save water and electricity, sort garbage, use reusable products, go to school by bike/on foot, plant trees, refuse disposable products, buy eco-friendly products, reduce food waste. After brainstorming, the teacher asks students to sort out their own ideas. Each student chooses 3-4 specific ways that they are most familiar with, and sorts them in a logical order (such as from daily life to study, from personal behavior to social responsibility). Then students fill in the idea outline form: Introduction (put forward the importance of green living); Main Body 1 (the first green living way + specific examples + significance); Main Body 2 (the second green living way + specific examples + significance); Main Body 3 (the third green living way + specific examples + significance); Conclusion (summarize and call on everyone to practice green living). Design Intention: Brainstorming can stimulate students’ thinking, help students expand their writing ideas, and avoid the problem of having nothing to write. Sorting out ideas can help students clarify their writing ideas, make the structure of the article clear, and lay a foundation for the smooth writing of the first draft. The idea outline form can guide students to sort out their ideas systematically, cultivate their logical thinking ability, and help students form a good writing habit of sorting out ideas before writing. While-writing: Conduct Writing Practice and Provide Guidance Students start to write the first draft according to their own idea outlines. The teacher walks around the classroom to provide targeted guidance for students. For students who have difficulty starting to write, the teacher guides them to use the sentence patterns reviewed earlier to write the introduction, such as “With the development of society, environmental pollution has become a serious problem. Therefore, it is necessary for us to practice green living.” For students who lack examples, the teacher reminds them to combine their own daily life examples, such as “When I brush my teeth every morning, I always turn off the tap to save water. This small action can help us save a lot of water every day.” For students who have problems with logical connection, the teacher reminds them to use the transitional words and phrases learned earlier to connect each part. At the same time, the teacher pays attention to students’ use of vocabulary and sentence patterns, corrects the wrong expressions in time, and guides students to use more accurate and vivid language. For example, if a student writes “We should not waste water”, the teacher can guide them to write “We should save water and avoid unnecessary waste” to make the expression more accurate. If a student uses simple sentences too much, the teacher can guide them to use compound sentences, such as combining two simple sentences into a compound sentence with “not only...but also...”. Design Intention: The independent writing practice can let students apply the knowledge and skills learned to practice, and improve their writing ability. The teacher’s on-site guidance can solve the problems encountered by students in the writing process in time, help students overcome the difficulties in writing, and ensure that each student can complete the first draft smoothly. Targeted guidance can take care of students’ individual differences, meet the learning needs of different students, and help students improve their writing level in a targeted way. Paying attention to the use of vocabulary and sentence patterns can help students standardize their language expression and improve the quality of their writing. Post-writing: Conduct Revision and Evaluation Peer Revision The teacher divides students into pairs, and asks each pair to exchange their first drafts. According to the revision checklist prepared by the teacher, students revise each other’s compositions. The revision checklist includes the following items: 1. Is the structure complete (introduction, main body, conclusion)? 2. Are the ideas logical and the connection coherent? 3. Are the vocabulary and sentence patterns used correctly and appropriately? 4. Are there specific examples to support the views? 5. Are there any spelling, grammar or punctuation mistakes? 6. Is the theme clear and consistent with green living? Students read each other’s compositions carefully, tick the items that meet the requirements in the checklist, and put forward revision suggestions for the items that do not meet the requirements. For example, if a student’s composition lacks examples, the peer can suggest adding a specific daily life example; if there are grammar mistakes, the peer can point out and correct them. After the peer revision, each student gets back their own composition and reads the revision suggestions carefully. Design Intention: Peer revision can let students learn from each other, find their own shortcomings through reading others’ compositions, and improve their ability to appreciate and evaluate compositions. The revision checklist can guide students to revise in a targeted way, avoid blind revision, and help students master the key points of composition revision. At the same time, peer revision can cultivate students’ cooperative learning ability and communication ability, and make students more active in the revision process. Teacher Evaluation and Key Revision The teacher collects several representative compositions (including excellent compositions and compositions with common problems) and displays them on the screen. For excellent compositions, the teacher analyzes their advantages, such as clear structure, appropriate use of vocabulary and sentence patterns, rich examples and strong logical connection, and asks students to learn from them. For compositions with common problems, such as incomplete structure, lack of examples, poor logical connection or incorrect use of vocabulary and sentence patterns, the teacher analyzes the problems together with students and guides students to put forward revision suggestions. Then the teacher summarizes the common problems in students’ compositions and gives targeted revision methods. For example, for the problem of incomplete structure, the teacher reminds students to check whether the introduction, main body and conclusion are complete, and supplement the missing parts; for the problem of lack of examples, the teacher guides students to combine their own daily life examples to enrich the content of the composition; for the problem of incorrect use of vocabulary and sentence patterns, the teacher reviews the relevant knowledge again and gives more examples. Design Intention: Displaying representative compositions can make students have a more intuitive understanding of the advantages and disadvantages of compositions, learn from excellent compositions, and avoid common mistakes. The teacher’s evaluation and guidance can help students solve the common problems in writing, master the revision methods, and improve their writing level. Summarizing common problems can help students form a systematic understanding of the key points and difficulties of writing, and lay a foundation for their future writing. Independent Revision and Final Draft Completion Students revise their own compositions according to the peer revision suggestions and the teacher’s guidance. During the revision process, students can ask the teacher or peers for help if they encounter any problems. After revising, students write the final draft neatly, paying attention to the writing norms, such as handwriting, punctuation and format. The teacher collects the final drafts and checks them carefully, and records the students’ strengths and weaknesses in writing for follow-up targeted guidance. Design Intention: Independent revision can let students deeply understand their own problems in writing, and improve their ability to revise compositions independently. Asking for help actively can cultivate students’ learning ability and problem-solving ability. Writing the final draft neatly can help students form a good writing habit and pay attention to writing norms. The teacher’s careful checking can understand the students’ writing level comprehensively, find out the common problems and individual differences, and provide a basis for follow-up teaching and guidance. 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 $