Unit 4 Space Exploration Reading for Writing 教学设计-2025-2026学年高一英语人教版必修第三册

Teaching and Learning Design Book4 Unit3 Sea Exploration 教学设计 Period 7 Teaching and learning contents: Using Language—Writing Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Learn to write an argumentative essay on sea exploration; 2) Practice writing an argumentative essay on sea exploration; 3) Evaluate each other’s writing. Teaching and learning important points: 1) Learning to write an argumentative essay on sea exploration; 2) Practicing writing an argumentative essay on sea exploration; 3) Evaluating each other’s writing. Teaching and learning difficult points: 1) Learning to write an argumentative essay on sea exploration; 2) Practicing writing an argumentative essay on sea exploration; 3) Evaluating each other’s writing. Teaching and learning procedure: Step 1 Revision and Leading in Activity 1 Revision and Leading in 1. Revise some of the new language items learned in the previous period. 2. Introduce the learning objectives of the period. Step 2 Discussion Activity 2 Discussion In groups, discuss the following questions and take notes. And then share opinions and reasons. 1. What is your opinion about sea exploration? Do you agree with one argument more than the other? 2. Has your opinion changed after reading the two texts? Why or why not? 3. Are there any other aspects of sea exploration not mentioned that you think are important? Step 3 Writing guidance Activity 3 Writing guidance—Learning about how to write an argumentative essay on sea exploration 1. Present the writing requirements: Write an argumentative essay on sea exploration, expressing your opinions with supporting facts. 2. Talk about the structure of the two texts and how to use evidence (facts) to support argument (opinion). 3. Introduce the organization and structure of an argumentative essay. 1) Introduction: Hooks the reader, provides necessary background/context, and presents the thesis statement. 2) Body Paragraphs: Each focuses on one main reason or subtopic supporting the thesis. Topic Sentence: States the paragraph’s main point (a reason supporting the thesis). Evidence & Explanation: Presents supporting evidence and thoroughly explains how it proves the topic sentence and thesis. Counterargument & Rebuttal (Refutation): Acknowledges opposing viewpoints fairly and accurately. Shows you understand the complexity. Refutes (rebuts) these opposing arguments by pointing out flaws, weaknesses, or providing stronger evidence for your position. This is crucial for credibility and depth. 3) Conclusion: Restates the thesis (in new words), summarizes the main arguments, reinforces the significance of the issue, and often ends with a strong concluding thought or call to action. 4. Construct the writing. 1) Think about the following questions to have ideas of the writing content. What is the purpose of sea exploration? How does sea exploration help us to protect the sea? How does sea exploration cause damage to the sea? Is there a good balance between protection and exploitation? 2) Use the PEEL method to help structure your argument of a paragraph. Point What point do you want to make? Evidence What facts and examples can you find to support your point? How reliable are the sources? Explanation Explain how the facts support your opinion and show other opinions to be incorrect. Link Connect this point to the next point, or back to the main point of the essay or paragraph. 5. Read the sample writing for reference. Sample writing: Even though the oceans make up about 70% of the earth’s surface, more than 80% of the oceans remain unexplored. While some people say that we should not explore the oceans, their reasoning is not very sound. Exploring is not the same as exploiting. When we explore a place, we go just to see and understand what is there. We should explore the ocean, first and foremost, because we do not know what we do not know. We thought we knew much about the ocean, but we were wrong. There could be life forms in the ocean, for example, that fit none of the neat categories we have for life while we have no clue that they even exist. This brings up the second point. We already know many things about the ocean, but we need to learn more. A good example is ocean acidification. We know that it is causing coral to die. We know that using less fossil fuel would cause the process to slow down. However, we need to learn more to find out how to stop it. We need more research to see what is going on, and to come up with plans and solutions. Finally, to do this research, we have to enter an extreme environment not very friendly to humans. This requires the development of new technologies that can also benefit us in other areas. For example, in many ways, the deep ocean resembles outer space. The technologies can benefit each other. For another instance, the technology of a mechanical arm to collect samples with has been used in factories and development of artificial limbs for humans. All in all, there are many good reasons to explore the oceans. If we care about science, about protecting our oceans, and about developing new technologies, we need to do all we can to support ocean exploration. Step 4 Writing practice Activity 4 Writing practice Practice writing the first draft in class, using the expressions and organization you have learned in the previous period and this period. Step 5 Writing evaluation Activity 5 Writing evaluation 1. Exchange drafts with a partner and evaluate and revise each other’s draft, using the following check list. And then revise it using your partner’s comments. Yes No Check list Is the point clear enough? Are there any examples or facts that support the argument strongly? Is there any explanation on how the evidence supports the opinion? Are there some connectives linking one point to another? 2. Choose a few (2-3) students to read their writing to the class or present their writing and give feedback. Step 6 Summary and evaluation Activity 6 Summary Summarize the main contents of this period briefly by emphasizing how to write an argumentative essay. Activity 7 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your writing performance? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your writing evaluation? (Good/Fairly good/Moderate/Just so so/Poor) 3. What will you do to improve your writing after class? Homework: 1. Revise the writing. 2. Complete the vocabulary and grammar exercises in Assessing Your Progress. 3. Complete some more exercises in the reference book. 学科网（北京）股份有限公司 $