Unit 3 Food and ethics-Writing 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 3 Food and Ethics-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to write argumentative essays on food ethics, cultivating cultural awareness of global food ethics differences, fostering critical thinking to analyze food ethical issues, and improving learning ability to summarize writing skills independently. 教学重难点 Key points: Master argumentative writing structure on food ethics and core vocabulary/structures. Difficult points: Present logical and persuasive views, connect food ethical issues with real life, and avoid one-sided arguments. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class by showing students a set of pictures and short video clips related to food ethical issues. The materials include images of food waste in restaurants, factory-farmed animals, organic food in supermarkets, and a 1-minute video about children suffering from hunger in poverty-stricken areas. After showing the materials, the teacher asks two guiding questions: “What food-related problems do you find in the materials?” and “Do you think these problems are related to ethics? Why or why not?” Then, the teacher invites 3-4 students to share their opinions freely. During the sharing, the teacher guides students to use simple English expressions to express their views, such as “Food waste is unethical because many people don’t have enough to eat” or “Factory farming may be cruel to animals, which is an ethical issue.” After the students’ sharing, the teacher summarizes: “Today, we will focus on writing an argumentative essay about food and ethics, which helps us express our views on these important issues clearly and logically.” Design Intention: The lead-in links the topic with real-life situations through visual materials, which can quickly attract students’ attention and arouse their interest in food ethical issues. The guiding questions encourage students to think actively and express their initial views, laying a foundation for the subsequent writing teaching. At the same time, it helps students connect the new knowledge with their existing life experience, reducing the difficulty of understanding the topic of food ethics. Step 2: Pre-writing (Input and Skill Guidance) Vocabulary and Sentence Pattern Accumulation First, the teacher presents a list of core vocabulary and sentence patterns related to food and ethics on the blackboard or courseware, including both words and phrases such as “food ethics, animal welfare, food waste, organic food, sustainable development, moral responsibility, environmental protection” and sentence patterns such as “From my perspective, it is unethical to...”, “There is no doubt that... plays an important role in food ethics”, “Some people argue that..., while others hold the opposite view that...”, “We should take measures to solve the ethical problems in food production and consumption”. For each vocabulary and sentence pattern, the teacher gives a specific example combined with food ethical issues, such as “Animal welfare means that we should treat farm animals kindly and avoid unnecessary cruelty in the process of breeding and slaughtering.” and “From my perspective, it is unethical to waste food because every grain comes from hard work and many people in the world are still suffering from hunger.” Then, the teacher organizes a group activity: students work in groups of 4, and each group is assigned a food ethical issue (such as food waste, factory farming, organic food vs. conventional food). Each group needs to use at least 5 new words and 3 new sentence patterns to discuss the issue and write down 3 short sentences to express their views. After the group discussion, each group sends a representative to present their sentences to the whole class, and the teacher comments and corrects them, emphasizing the correct use of vocabulary and sentence patterns. Design Intention: Vocabulary and sentence patterns are the foundation of writing. By presenting and explaining core vocabulary and sentence patterns related to the topic, students can accumulate useful language materials for writing. The group activity enables students to apply the learned vocabulary and sentence patterns in practice, deepening their memory and understanding. The teacher’s comments and corrections help students find and correct their mistakes in time, ensuring that they can use the language materials correctly in subsequent writing. Text Analysis and Writing Structure Guidance The teacher distributes a sample argumentative essay about food ethics to each student. The sample essay is themed “Should We Promote Organic Food?” and follows a clear argumentative structure: introduction (presenting the topic and the author’s view), body (supporting the view with two reasons and specific examples), and conclusion (summarizing the view and putting forward suggestions). First, the teacher asks students to read the sample essay silently and answer three questions: “What is the author’s view on organic food?” “What reasons does the author give to support his view?” “What is the structure of the essay?” After students finish reading, the teacher invites students to answer the questions one by one, and then summarizes the structure of argumentative essays on food ethics: Introduction: Introduce the food ethical issue briefly and clearly put forward the central argument (the author’s view). Body: List 2-3 reasons to support the central argument, and each reason should be supported by specific examples, data or facts. It can also involve the opposite view and refute it appropriately to enhance persuasion. Conclusion: Summarize the central argument, emphasize the importance of the issue, and put forward feasible suggestions or prospects. Then, the teacher analyzes the sample essay in detail, pointing out how the author presents the topic in the introduction, how to organize reasons and examples in the body, and how to summarize and put forward suggestions in the conclusion. At the same time, the teacher emphasizes the use of transitional words and phrases in the essay, such as “firstly, secondly, besides, however, therefore, in conclusion”, which can make the article more logical and coherent. Design Intention: The sample essay provides a concrete model for students’ writing, helping them understand the structure and writing methods of argumentative essays on food ethics. By analyzing the sample essay and answering questions, students can actively think about the structure and logical connection of the essay, and master the key points of writing. The emphasis on transitional words and phrases helps students improve the coherence and logicality of their writing, avoiding the disconnection between paragraphs and sentences. Topic Discussion and Idea Collation The teacher puts forward three optional writing topics for students to choose from, all closely related to the unit theme of Food and ethics: Is food waste an ethical issue? Should we oppose factory farming for the sake of animal welfare? Should governments take measures to promote sustainable food consumption? Then, the teacher asks students to choose a topic they are interested in, and work in pairs to discuss the following questions: “What is your central argument?” “What reasons can you give to support your argument?” “What examples or data can you use to prove your reasons?” “Are there any opposite views? How to refute them?” During the pair discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance to students who have difficulty putting forward ideas. For example, for students who choose the topic of food waste, the teacher can guide them: “You can think about the current situation of food waste in our country and the world, the impact of food waste on society and the environment, and why it is unethical.” After the pair discussion, the teacher invites several students to share their topic, central argument, reasons and examples with the whole class, and other students can put forward supplementary opinions. Then, the teacher guides students to collate their ideas and write an outline for their essays. The outline should include the introduction, body (reasons, examples) and conclusion, and clarify the key content of each part. Design Intention: Giving optional topics allows students to choose according to their own interests and understanding, which can improve their enthusiasm and initiative in writing. The pair discussion helps students exchange ideas, complement each other, and enrich their writing materials. The teacher’s guidance helps students solve difficulties in idea collation, ensuring that each student can form a clear writing outline. Writing an outline in advance can help students organize their ideas logically, avoid confusion in writing, and lay a solid foundation for the formal writing. Step 3: While-writing (Independent Writing and Individual Guidance) On the basis of the pre-writing preparation, students start to write their argumentative essays independently. The teacher reminds students of the following points during the writing process: Follow the outline and ensure the complete structure of the essay (introduction, body, conclusion). Use the learned vocabulary, sentence patterns and transitional words and phrases correctly to ensure the coherence and logicality of the article. Support the central argument with specific examples, data or facts to enhance the persuasion of the essay. Pay attention to the correct use of grammar, spelling and punctuation to avoid unnecessary mistakes. Express views clearly and objectively, and avoid extreme or one-sided remarks. During the students’ independent writing, the teacher walks around the classroom to provide individual guidance. For students who have difficulty starting to write, the teacher can help them sort out their ideas again and remind them of the writing structure and key points. For students who have problems in vocabulary and sentence patterns, the teacher can give appropriate hints and help them choose the right words and sentence patterns. For students who have completed the first draft in advance, the teacher can guide them to check and revise their essays, such as checking whether the logic is clear, whether the examples are appropriate, and whether there are grammar and spelling mistakes. The teacher also pays attention to the writing progress of each student, and reminds students who are slow in writing to arrange their time reasonably and focus on the key content. Design Intention: Independent writing is the key link to test students’ learning effect and improve their writing ability. By reminding students of the key points of writing, the teacher helps them avoid common mistakes and ensure the quality of their essays. Individual guidance can meet the different needs of students, help students solve their own problems in writing, and improve their writing level targeted. At the same time, it can also help the teacher understand the learning situation of each student in time, laying a foundation for the subsequent evaluation and revision. Step 4: Post-writing (Evaluation, Revision and Consolidation) Peer Evaluation After students complete their first draft, the teacher organizes a peer evaluation activity. Students exchange their essays with their deskmates, and evaluate each other’s essays according to the evaluation criteria provided by the teacher. The evaluation criteria include four aspects: Structure: Whether the essay has a complete introduction, body and conclusion, and whether the logic is clear. Content: Whether the central argument is clear, whether the reasons are sufficient, and whether the examples are specific and appropriate. Language: Whether the vocabulary and sentence patterns are used correctly, whether the transitional words and phrases are used properly, and whether there are grammar, spelling and punctuation mistakes. Expression: Whether the views are clearly and objectively expressed, and whether the persuasion is strong. For each aspect, students need to give a score (1-5 points) and write down specific comments, including advantages and areas that need improvement. For example, a student can comment: “Your central argument is clear, and the reasons are sufficient, but there are some grammar mistakes in the body part, and you can use more transitional words to make the article more coherent.” After the peer evaluation, students take back their own essays and read the comments carefully, and then put forward preliminary revision plans. Design Intention: Peer evaluation can help students learn from each other, find their own advantages and disadvantages in writing through evaluating others’ essays, and improve their ability to appreciate and evaluate articles. At the same time, it can also let students get different perspectives and suggestions, which is helpful for them to revise their own essays. The clear evaluation criteria make the peer evaluation more targeted and standardized, avoiding the randomness of evaluation. Teacher Evaluation and Sample Comment The teacher collects all students’ first drafts and selects 2-3 typical essays (including excellent essays and essays with common problems) to comment on in class. For the excellent essays, the teacher reads them aloud to the whole class, and analyzes their advantages in detail, such as clear structure, sufficient reasons, appropriate examples, and correct use of language, so that students can learn from them. For the essays with common problems, the teacher points out the existing problems (such as unclear central argument, insufficient reasons, grammar mistakes, poor logic) and gives specific revision suggestions. For example, for an essay with unclear central argument, the teacher can suggest: “You can clearly put forward your view at the end of the introduction, and ensure that each paragraph in the body supports your central argument.” Then, the teacher comments on the overall situation of students’ writing, summarizes the common advantages and problems, and emphasizes the key points of revision again. After the class comment, the teacher returns the essays to the students, and writes personalized comments on each essay, pointing out the advantages of the essay and the specific areas that need to be revised. Design Intention: The teacher’s evaluation and sample comment can help students have a clearer understanding of the quality of their writing, and know how to revise their essays. The selection of typical essays can make the comment more targeted, so that students can clearly see the advantages to learn and the mistakes to avoid. Personalized comments can let each student feel the teacher’s attention, and help them find their own problems more accurately, improving the effectiveness of revision. Revision and Final Draft Submission Students revise their essays according to the peer evaluation comments and the teacher’s comments and suggestions. During the revision, students need to focus on the following points: Revise the structure to ensure that the logic is clear and the structure is complete. Supplement and improve the content, such as adding more specific examples to support the reasons, or refuting the opposite view appropriately. Correct the language mistakes, including grammar, spelling, punctuation and the use of vocabulary and sentence patterns. Improve the coherence of the article, such as adding appropriate transitional words and phrases. The teacher walks around the classroom again to provide guidance for students who have difficulty in revision, and answers students’ questions in time. After students complete the revision, they submit their final drafts to the teacher. The teacher will check the final drafts and give a final evaluation, and select some excellent final drafts to display in the classroom or on the class learning platform, encouraging students to learn from each other. Design Intention: Revision is an important link to improve the quality of writing. By revising the essays according to the comments, students can further consolidate the writing skills they have learned, and improve their ability to find and correct mistakes. The teacher’s guidance during the revision helps students solve the difficulties in revision, ensuring that the revision is effective. Displaying excellent final drafts can stimulate students’ writing enthusiasm, and let them learn from excellent works, improving their writing level comprehensively. Summary and Consolidation At the end of the class, the teacher summarizes the whole writing teaching process, emphasizing the key points of writing argumentative essays on food ethics: clear structure, clear central argument, sufficient reasons, specific examples, correct language and strong coherence. The teacher also reminds students that food ethics is closely related to our daily life, and we should pay attention to food ethical issues in our daily life, and use the writing skills we have learned to express our views and promote positive food concepts. Then, the teacher assigns an after-class task: students need to read 2-3 English articles about food ethics, collect useful vocabulary and sentence patterns, and write a short comment (100-150 words) on one of the articles, applying the writing skills learned in this class. This task helps students consolidate the knowledge and skills learned in class, and expand their horizons on food ethical issues. Design Intention: The summary helps students sort out the knowledge and skills learned in class, deepen their memory and understanding. The after-class task connects the classroom teaching with the after-class learning, enabling students to consolidate and apply the writing skills in practice. At the same time, it helps students pay more attention to food ethical issues, realizing the integration of language learning and moral education, which is in line with the requirements of core literacy training. 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 $