Unit 4 Protecting the Environment-Reading A-Digging in 教案-2025-2026学年高中英语沪外版选择性必修第三册

Unit 4 Protecting the Environment-Reading A-Digging in 教学目标和重难点 教学目标 Language Competence: Master environmental vocabulary and complex sentences to understand the text. Cultural Awareness: Cultivate global environmental awareness and sense of responsibility. Thinking Quality: Develop critical thinking to analyze environmental issues. Learning Ability: Master reading strategies and independent learning skills. 教学重难点 Key Points: Understand the text’s main idea and details about environmental protection actions; master core vocabulary and sentence patterns. Difficult Points: Analyze the author’s attitude and logical relationships; apply what is learned to discuss environmental issues. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing multimodal resources, including short videos about deforestation, plastic pollution in oceans and soil degradation, and several striking pictures of environmental damage and ecological recovery. After playing the video and displaying the pictures, the teacher asks the students a series of guiding questions in English: “What environmental problems have you seen in the video and pictures? How do these problems affect our daily life? What can we do as senior high school students to protect the environment?” Then, the teacher organizes a free discussion activity. Students are encouraged to share their own observations and opinions about environmental issues freely. During the discussion, the teacher walks around the classroom, listens to students’ speeches, gives positive feedback in time, and appropriately supplements relevant simple vocabulary related to the unit, such as “deforestation”, “pollution”, “recycle” and “sustainability”, to lay a foundation for the subsequent text learning. After the discussion, the teacher makes a brief summary: “Environmental problems are closely related to each of us, and everyone can make a difference in protecting the environment. Today, we will learn Reading A Digging in, which will tell us more about practical actions to protect the environment.” Design Intent: This link adopts multimodal teaching resources such as videos and pictures to visually present environmental problems, which can quickly attract students’ attention and arouse their emotional resonance and concern for environmental issues. The free discussion activity takes students as the main body, activates their existing knowledge reserve and life experience, and reduces their psychological pressure in English expression. Meanwhile, the appropriate supplement of core vocabulary helps students build a preliminary language framework, laying a solid foundation for the smooth development of subsequent reading activities. This link also conforms to the multi-modal teaching concept, which uses multiple information channels to help students better understand the theme of the text. Step 2: Pre-reading (Vocabulary and Prediction) First, the teacher focuses on teaching the core vocabulary and phrases in the text that are necessary for understanding the text, including “dig in”, “restore”, “ecosystem”, “conservation”, “volunteer”, “donate”, “participate in”, “make a difference” and so on. For each vocabulary, the teacher does not just explain the definition mechanically, but combines specific contexts and examples related to environmental protection to help students understand and remember. For example, when explaining “dig in”, the teacher combines the title of the text and says: “In this text, ‘dig in’ does not only mean to start eating, but also refers to taking practical actions to participate in environmental protection, such as digging soil to plant trees.” When explaining “ecosystem”, the teacher gives examples: “A forest ecosystem includes trees, animals, plants, soil and water, and all of them are closely connected.” After the vocabulary teaching, the teacher asks students to look at the title of the text “Digging in” and the pictures attached to the text (if any). Then, the teacher guides students to predict the content of the text: “What do you think the text will talk about according to the title ‘Digging in’ and the pictures? Who will ‘dig in’? What are they digging for? What is the purpose of their actions?” Students are allowed to express their predictions freely, and the teacher records the key points of their predictions on the blackboard without correcting them temporarily. Finally, the teacher says: “Now, let’s read the text to check whether your predictions are correct and find out the specific content of the text.” Step 3: While-reading (Comprehension and Analysis) This step is divided into three parts: fast reading, careful reading and deep reading, which guides students to understand the text from shallow to deep, and gradually improve their reading ability and thinking quality. Fast Reading The teacher asks students to read the text quickly, skimming for the main idea and the structure of the text. During the reading process, students are required not to look up new words casually, but to guess the meaning of unknown words according to the context. After reading, the teacher asks two questions: “What is the main idea of the text?” and “What is the structure of the text?” Then, the teacher invites several students to answer the questions. After the students’ answers, the teacher makes a summary: The main idea of the text is to introduce the practical actions taken by a group of volunteers to protect the environment, including restoring the ecosystem, planting trees and carrying out environmental education, and emphasizes that everyone can participate in environmental protection and make a difference. The structure of the text is “introduction - details - conclusion”: the first paragraph introduces the background and the start of the environmental protection activity; the middle paragraphs detail the specific actions of the volunteers; the last paragraph summarizes the significance of the activity and calls on people to participate. Design Intent: Fast reading aims to train students’ skimming ability, enable them to grasp the main idea and structure of the text quickly, and establish an overall understanding of the text. Asking students to guess the meaning of new words according to the context can help them master the reading strategy of guessing words, improve their independent reading ability. The summary of the teacher helps students sort out the context of the text and lay a foundation for the subsequent careful reading and deep reading. This link follows the “learning comprehension” link in the teaching framework, guiding students to initially construct the surface meaning of the text. Careful Reading The teacher asks students to read the text carefully, and complete the following tasks while reading: (1) Underline the key information about the volunteers’ environmental protection actions, including the time, place, participants and specific measures. (2) Answer the detailed questions prepared by the teacher: Who initiated the environmental protection activity? What environmental problems did the area face before the activity? What specific actions did the volunteers take to protect the environment? What achievements have been made in the activity? (3) Identify the topic sentences of each paragraph and understand the logical relationship between paragraphs. After students finish reading and completing the tasks, the teacher organizes students to exchange their answers in groups of 4. Each group selects a representative to share the group’s answers, and other group members can supplement and correct them. For the key information and difficult points, the teacher gives appropriate guidance and explanation. For example, when students talk about the specific actions of volunteers, the teacher guides them to sort out the actions in a logical order, such as “first, they surveyed the area and understood the environmental problems; then, they planted trees and grass to restore the ecosystem; finally, they carried out environmental education to let more people participate in environmental protection”. For the logical relationship between paragraphs, the teacher guides students to find the connecting words, such as “first”, “then”, “finally”, “however”, “therefore”, to help students understand the coherence of the text. Design Intent: Careful reading is the key link to help students understand the details of the text. By setting targeted tasks, it can guide students to read the text carefully and accurately extract key information, improving their ability to obtain detailed information. Group exchange activities can promote the interaction between students, let them learn from each other, and improve their cooperative learning ability. The teacher’s guidance and explanation can help students solve the difficulties in reading, clarify the logical relationship between paragraphs, and deepen their understanding of the text. This link is the key part of “learning comprehension”, helping students further grasp the details and logical structure of the text. Deep Reading On the basis of understanding the main idea and details of the text, the teacher guides students to carry out deep reading and analyze the author’s attitude and the implied meaning of the text. The teacher puts forward the following guiding questions: What is the author’s attitude towards the volunteers’ environmental protection actions? How do you know? What does the author want to convey to us through this text? What is the significance of the volunteers’ actions to the society and us? Do you think the volunteers’ actions are worth learning? Why? The teacher organizes students to discuss these questions in groups. During the discussion, the teacher guides students to find the words and sentences in the text that reflect the author’s attitude, such as “amazing”, “inspiring”, “valuable”, which show that the author holds a positive and praiseworthy attitude towards the volunteers’ actions. For the implied meaning of the text, the teacher guides students to think beyond the text: the author not only introduces the volunteers’ actions, but also calls on everyone to participate in environmental protection, emphasizing that environmental protection is not the responsibility of a few people, but the responsibility of every citizen. After the group discussion, each group shares their discussion results, and the teacher makes a summary and evaluation, affirming the reasonable views of the students and guiding them to establish a correct view of environmental protection. Design Intent: Deep reading aims to train students’ critical thinking and inferential ability, enable them to understand the implied meaning of the text and the author’s emotional attitude, and realize the improvement of thinking quality. Group discussion can stimulate students’ thinking, let them express their views freely, and improve their ability to analyze and solve problems. The teacher’s guidance and evaluation can help students grasp the deep meaning of the text, guide them to connect the text with real life, and cultivate their sense of social responsibility and environmental protection awareness. This link connects the “learning comprehension” and “application practice” links, laying a foundation for the subsequent application of knowledge. Step 4: Post-reading (Application and Expansion) This step is mainly to help students consolidate the knowledge learned, apply the language and content of the text to practical communication, and realize the migration and innovation of knowledge, so as to improve their comprehensive language application ability. Language Consolidation The teacher arranges two language practice activities: (1) Sentence making: Ask students to make sentences with the core vocabulary and phrases learned in the pre-reading and while-reading links, such as “participate in”, “make a difference”, “restore”, “conservation”. Each student makes at least 3 sentences, and then exchanges their sentences with their deskmates, checking each other’s correctness and appropriateness. The teacher selects several typical sentences to comment on, correcting mistakes and affirming excellent sentences. (2) Sentence transformation: The teacher provides several simple sentences related to environmental protection, and asks students to transform them into complex sentences using the sentence patterns in the text, such as attributive clauses, adverbial clauses of reason and purpose. For example, “The volunteers planted many trees. They wanted to restore the ecosystem.” can be transformed into “The volunteers planted many trees so that they could restore the ecosystem.” or “The volunteers who wanted to restore the ecosystem planted many trees.” Theme Expansion The teacher organizes a group debate activity with the theme “What can senior high school students do to protect the environment in daily life?”. First, the teacher divides the students into several groups, and each group chooses a side (for example, one side focuses on “small actions in daily life”, such as saving water, saving electricity, sorting garbage; the other side focuses on “large-scale activities”, such as participating in environmental protection volunteers, carrying out environmental education activities). Then, each group has a certain time to prepare arguments and supporting materials, which can be combined with the content of the text and their own life experience. During the preparation process, the teacher provides appropriate guidance, such as helping students sort out their arguments and supplement relevant English expressions. After the preparation, the debate begins. Each group sends representatives to express their views, put forward arguments and refute the opposite view. The teacher acts as the host and judge, guiding the debate to carry out in an orderly manner, and reminding students to use the vocabulary and sentence patterns learned in the text. After the debate, the teacher makes a summary and evaluation, affirming the positive performance of each group, pointing out the advantages and disadvantages of the debate, and guiding students to realize that senior high school students can protect the environment through both small daily actions and large-scale activities, and that every small action can make a difference. In addition, the teacher assigns a small writing task: Ask students to write a short passage of 80-100 words about “My Environmental Protection Plan”, which should include the environmental problems they care about and the specific actions they plan to take. Students are required to use the vocabulary and sentence patterns learned in the text as much as possible. Step 5: Summary and Reflection First, the teacher invites students to summarize the content of this class independently, including the main idea of the text, the core vocabulary and sentence patterns learned, and the understanding of environmental protection. Then, the teacher makes a comprehensive summary: In this class, we learned Reading A Digging in, understood the practical actions of volunteers to protect the environment, mastered the core vocabulary and sentence patterns related to environmental protection, and discussed the ways for senior high school students to protect the environment. We should realize that environmental protection is everyone’s responsibility, and we should take practical actions to contribute to protecting the environment. Then, the teacher guides students to reflect on their own learning process: “What have you learned in this class? What difficulties have you encountered? How can you solve these difficulties? What can you do to protect the environment in the future?” Students are allowed to express their reflections freely, and the teacher listens carefully and gives positive guidance and encouragement. Finally, the teacher assigns after-class homework: (1) Recite the core vocabulary and sentence patterns of this class. (2) Complete the writing task assigned in the post-reading link. (3) Observe the environmental problems around you and take one small action to protect the environment, and write a short record about it. Design Intent: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding of the theme of the text. The reflection link takes students as the main body, guides them to think about their own learning process, find their own advantages and disadvantages, and improve their learning ability. The after-class homework is closely combined with the content of the class, which can help students consolidate the knowledge learned, connect the classroom learning with real life, and realize the extension of classroom learning to after-class life. This link also helps to form a “thinking - ability - application” closed loop, promoting the overall improvement of students’ core literacy. 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 $