Unit 4 Protecting the Environment-Reading B-Writing 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 B-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use environmental words and complex sentences, cultural awareness of global environmental responsibility, thinking quality of analyzing environmental issues logically, and learning ability to independently explore and cooperate in environmental theme learning. 教学重难点 Key: Mastering environmental-related vocabulary and writing structures, understanding the logical framework of Reading B. Difficulty: Applying learned knowledge to write a coherent environmental proposal and forming critical thinking about environmental protection. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a series of multi-modal materials, including short videos about marine pollution, pictures of plastic waste in oceans and deforestation, and a short audio clip introducing the current status of global environmental problems. After playing the materials, the teacher puts forward guiding questions: “What environmental problems have you noticed in the materials? What impacts do these problems bring to our lives and the planet? Have you ever taken any actions to protect the environment?” Then, the teacher organizes students to have a free discussion in pairs. Each pair shares their observations and experiences, and then 2-3 pairs are invited to present their views to the whole class. The teacher makes simple comments and summaries, guiding students to realize the urgency of environmental protection and naturally lead to the theme of this lesson—Protecting the Environment, and further introduces Reading B “Together for Our Ocean” which focuses on marine environmental protection. Design Intention: Multi-modal materials can visually present environmental problems, which is more likely to arouse students’ emotional resonance and attract their attention. Pair discussion provides students with opportunities to use English to express their views, activates their prior knowledge about environmental protection, and lays a foundation for the subsequent reading and writing tasks. At the same time, it guides students to establish a preliminary sense of environmental responsibility, which is in line with the requirements of cultural awareness in core literacy. Reading B: Comprehend the Text and Improve Language Ability Pre-reading: Predict the Text Content Before letting students read the text, the teacher presents the title “Together for Our Ocean” and the pictures in the text. Then, the teacher asks students to predict the main content of the text based on the title and pictures: “What do you think this text will talk about? Who will work together to protect the ocean? What measures will they take?” Students are encouraged to express their predictions freely, and the teacher records the key points of their predictions on the blackboard. After that, the teacher briefly introduces the background of the text: With the increasing marine pollution, more and more countries, organizations and individuals are joining hands to protect the ocean, and this text mainly introduces the importance of marine protection and the specific actions that can be taken, which helps students better understand the text. Design Intention: Predicting the text content before reading can stimulate students’ reading motivation and enable them to read with goals. It also trains students’ ability to infer information based on clues, which is conducive to the development of their thinking quality. The background introduction helps students connect the text with the real world, laying a foundation for in-depth understanding of the text’s theme. While-reading: In-depth Comprehension and Language Accumulation First, students read the text silently and finish the following tasks: (1) Skim the text and find out the topic sentence of each paragraph. (2) Underline the new words, phrases and difficult sentences in the text that they don’t understand. After students finish reading, the teacher organizes them to check the answers in groups. Each group selects a representative to share the topic sentences of each paragraph, and the teacher corrects and summarizes, helping students sort out the logical structure of the text: the importance of the ocean → the current problems of the ocean → the actions to protect the ocean → the call for joint efforts. Then, the teacher focuses on explaining the key vocabulary and phrases in the text, such as “marine ecosystem”, “biodiversity”, “plastic pollution”, “take measures”, “contribute to”, “joint efforts” and so on. For each vocabulary and phrase, the teacher gives example sentences combined with the text context, and asks students to make their own sentences to consolidate their memory and application. For difficult sentences, such as “The ocean, which covers more than 70% of the Earth’s surface, is crucial to maintaining the balance of the global ecosystem.”, the teacher analyzes the sentence structure (attributive clause), explains the meaning of the sentence, and guides students to read aloud to master the pronunciation and intonation. Next, students read the text aloud with the tape. The teacher guides students to pay attention to the pause, stress and intonation in the reading, and corrects their incorrect pronunciation and intonation in time. After that, students read the text in groups, and each group selects a representative to read a paragraph, so as to improve their oral expression ability and sense of language. Finally, the teacher designs in-depth comprehension questions to guide students to think critically: (1) What are the main threats to the ocean mentioned in the text? (2) Why is it important for all of us to protect the ocean? (3) What can individuals do to contribute to marine protection? Students are organized to discuss these questions in groups, and then the teacher invites representatives from each group to share their views. The teacher makes comments and supplements, guiding students to deeply understand the theme of the text and realize that marine protection is the responsibility of everyone. Design Intention: Silent reading helps students grasp the overall content of the text and sort out the logical structure; group discussion enables students to learn from each other and solve problems together, which is conducive to the development of their learning ability. The explanation of key vocabulary and difficult sentences helps students accumulate language knowledge and improve their language ability. Reading aloud can enhance students’ sense of language and improve their oral expression ability. In-depth comprehension questions guide students to think deeply about the text content, cultivate their critical thinking ability, and further strengthen their environmental awareness. Post-reading: Consolidate and Extend First, the teacher organizes students to complete a summary task: ask students to retell the main content of the text in their own words, using the key vocabulary and phrases learned in the text. Students can complete this task in pairs, and then 2-3 students are invited to retell the text in front of the whole class. The teacher makes comments, affirming their advantages and pointing out the places that need improvement, helping students consolidate the text content and the use of language knowledge. Then, the teacher designs an extended discussion: “In addition to the measures mentioned in the text, what other measures can we take to protect the ocean? How can we call on more people to join in the cause of marine protection?” Students are encouraged to think boldly and put forward their own suggestions. The teacher records their suggestions on the blackboard and guides students to evaluate the feasibility of these suggestions, which helps students expand their thinking and cultivate their innovative thinking ability. Finally, the teacher introduces some real cases of marine protection, such as the “30×30” global target to protect at least 30% of the ocean by 2030, and the actions taken by some countries and organizations to protect the ocean. This not only enriches students’ knowledge but also strengthens their sense of responsibility and mission for environmental protection. Design Intention: Retelling the text helps students consolidate the text content and the use of key vocabulary and phrases, and improves their ability to organize language and express ideas. Extended discussion encourages students to think beyond the text, cultivate their innovative thinking and problem-solving ability. The introduction of real cases connects the text with the real world, enables students to realize that environmental protection is not an empty slogan but a concrete action, and further enhances their cultural awareness and sense of social responsibility. Writing: Apply Knowledge and Improve Writing Ability Pre-writing: Analyze Writing Requirements and Sort Out Ideas First, the teacher introduces the writing task of this lesson: Write a proposal on protecting the environment (taking marine protection as the focus), calling on students to take action to protect the ocean. The teacher clarifies the writing requirements: (1) The proposal should have a clear theme and logical structure, including the current situation of marine pollution, the importance of marine protection, and specific measures that students can take. (2) Use the key vocabulary and phrases learned in Reading B, and try to use complex sentences such as attributive clauses and conditional clauses. (3) The language should be formal and persuasive, and the content should be practical and feasible. Then, the teacher guides students to analyze the structure of the proposal. Combined with the logical structure of Reading B, the teacher helps students sort out the writing framework: (1) Opening: Introduce the current situation of marine pollution and emphasize the urgency of marine protection. (2) Body: Explain the importance of marine protection and put forward specific and feasible measures that students can take (such as reducing the use of plastic products, participating in marine cleaning activities, propagating marine protection knowledge, etc.). (3) Closing: Call on all students to join in the cause of marine protection and express their determination to protect the ocean. Next, the teacher presents a model essay of the proposal. Students read the model essay carefully, analyze its structure, language features and the use of key vocabulary and sentences. The teacher guides students to find out the advantages of the model essay, such as clear logical structure, appropriate use of connecting words, and accurate use of vocabulary and sentences, which provides a reference for students’ own writing. Finally, students are organized to discuss their writing ideas in groups. Each student shares their own ideas about the content and structure of the proposal, and other students put forward suggestions and supplements. The teacher walks around the classroom, listens to the discussions of each group, and gives guidance to students who have difficulties in sorting out their ideas, helping them determine their own writing ideas. Design Intention: Clarifying the writing requirements helps students grasp the direction of writing and avoid deviating from the topic. Sorting out the writing framework helps students establish a clear logical structure, which is conducive to improving the coherence and fluency of their writing. Analyzing the model essay provides students with a reference, helps them learn writing skills and the use of language, and reduces their writing difficulties. Group discussion enables students to learn from each other, expand their thinking, and improve their ability to cooperate and communicate. While-writing: Independent Writing and Individual Guidance Students start to write independently according to their own writing ideas and the writing framework sorted out. During the writing process, the teacher walks around the classroom to provide individual guidance for students. For students who have difficulties in using vocabulary and sentences, the teacher gives appropriate prompts and suggestions, such as reminding them to use the key vocabulary and phrases learned in Reading B, and guiding them to use complex sentences correctly. For students who have problems in logical structure, the teacher helps them sort out their ideas and adjust the structure of the proposal. At the same time, the teacher reminds students to pay attention to the formality and persuasion of the language, avoid using too casual expressions, and ensure that the content is practical and feasible. Students are encouraged to express their own views and suggestions, and try to make their proposals more innovative and persuasive. Design Intention: Independent writing gives students enough space to express their ideas and apply the knowledge they have learned, which is conducive to improving their writing ability and independent learning ability. Individual guidance can help students solve their own difficulties in the writing process, ensure that each student can make progress in writing, and reflect the teaching concept of teaching students in accordance with their aptitude. Reminding students of the language requirements and content feasibility helps improve the quality of their writing. Post-writing: Evaluation, Revision and Improvement First, the teacher organizes students to carry out peer evaluation. Students exchange their compositions with their deskmates, and evaluate each other’s compositions according to the evaluation criteria: (1) Is the theme clear and the structure logical? (2) Are the key vocabulary and phrases used correctly? (3) Are the sentences correct and fluent? (4) Is the content practical and feasible? (5) Is the language formal and persuasive? Students put forward revision suggestions for each other’s compositions and mark the places that need to be revised. Then, students revise their own compositions according to the peer evaluation suggestions and the teacher’s guidance. During the revision process, the teacher continues to provide individual guidance, helping students solve the problems found in the evaluation and improve the quality of their compositions. After revising their compositions, students submit their revised works to the teacher. Next, the teacher selects 2-3 typical compositions (including excellent compositions and compositions with common problems) to comment on in class. For excellent compositions, the teacher affirms their advantages, such as clear structure, accurate use of language, and innovative ideas, and invites the authors to share their writing experience, so that other students can learn from them. For compositions with common problems, the teacher points out the existing problems, such as incorrect use of vocabulary, chaotic logical structure, and insufficient content, and guides students to discuss how to revise them, helping all students avoid similar problems in their future writing. Finally, the teacher summarizes the writing situation of the whole class, affirms the progress made by students, points out the places that need to be improved, and puts forward suggestions for future writing: pay more attention to the accumulation of vocabulary and sentences, read more excellent articles, and practice writing more, so as to continuously improve their writing ability. Design Intention: Peer evaluation enables students to learn from each other, improve their ability to evaluate and revise compositions, and enhance their sense of participation and cooperation. Revising compositions helps students find their own problems and improve their writing ability. Class comment focuses on typical cases, which can help all students learn from experience and lessons, and improve their writing level as a whole. The final summary helps students sort out the knowledge and skills learned in this lesson and clarify the direction of future efforts. Summary The teacher summarizes the whole lesson: In this lesson, we have learned Reading B “Together for Our Ocean”, understood the importance of marine protection and the specific actions to protect the ocean, accumulated a lot of environmental-related vocabulary and phrases, and improved our reading and oral expression ability. At the same time, we have learned how to write a proposal on environmental protection, applied the knowledge we have learned to writing, and improved our writing ability. The teacher emphasizes that environmental protection is the responsibility of every one of us, and calls on students to take action in their daily life to protect the environment and contribute their own strength to building a better home. Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, consolidate the learning results, and deepen their understanding of the theme of environmental protection. The call at the end further strengthens students’ sense of environmental responsibility, which is in line with the requirements of cultural awareness in 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 $