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(共32张PPT)
Unit 3 SEA EXPLORATION
人教版（2019）选择性必修四
——以读促写，构建论证文写作思维
教材内容
人教版(2019)选择性必修四 Unit 3 SEA EXPLORATION
第三课时 Using Language : Express your opinions on sea exploration
Teaching Principles
1
Teaching Objectives
3
Key and Difficult Points
4
Teaching Methods
5
Teaching Procedures
6
Teaching Reflection
7
Teaching Background
2
Teaching Principles
1
Teaching Objectives
3
Key and Difficult Points
4
Teaching Methods
5
Teaching Procedures
6
Teaching Reflection
7
Teaching Background
2
1
Teaching Principles
普通高中英语课程标准
In this unit, we highlight the integrated teaching: It is led by the theme of "Man and the Ocean", supported by texts on historical voyages and modern issues, and organized through activities like debating and project-based creation.
Led by themes
Supported by texts
英语学习活动观
1
Teaching Principles
integrated
relevant
practical
迁移创新
应用实践
学习理解
教、学、评一体化
The lesson adheres to the concepts of "integrated teaching, learning and assessment" and "improving writing through reading". It treats the textbook texts as both a "model bank" and a "material bank" for students' argumentative writing.
目录
Content
Teaching Background
2
Teaching Objectives
3
Key and Difficult Points
4
Teaching Methods
Teaching Procedures
Teaching Reflection
5
6
7
Teaching Principles
1
Opening Page
Reading and Thinking
Learning About Language
Using Language
Assessing Your Progress
Video Time
Opening Page
Reading and Thinking
Learning About Language
Using Language
Assessing Your Progress
Video Time
Teaching Background
2
Analysis of materials--the whole unit
Sea Exploration
Opening Page
体现本单元主题
Reading and Thinking
本版块以 “Learn about sea exploration ” 为单元第一个重要活动主题，引导学生从了解“海洋探索的历史案例、现代实践、探索精神内涵”，展开相关主题探究。
Learn about Language
1. Build up your vocabulary: 复现巩固重点词汇，帮助学生形成以海洋探索为主线的词汇网络。
2. Review useful structures: 学习动词不定时的用法。
Video Time
观看视频，了解我国海洋研究的前景。
Assessing Your Progress
1. 语言知识检测、单元内容评价。
2. 项目活动：“世界海洋日”的介绍。
Using Language
1. Get to know about whales and other sea animals: 学生运用听、说等技能，了解鲸类和其他海洋动物，并运用顺序词描述观鲸营活动。
2. Express your opinions on sea exploration: 阅读文本，表达你对海洋探索的观点。
Analysis of materials--the whole unit
Teaching Background
2
Sea Exploration
Opening Page
体现本单元主题
Reading and Thinking
本版块以 “Learn about sea exploration ” 为单元第一个重要活动主题，引导学生从了解“海洋探索的历史案例、现代实践、探索精神内涵”，展开相关主题探究。
Learn about Language
1. Build up your vocabulary: 复现巩固重点词汇，帮助学生形成以海洋探索为主线的词汇网络。
2. Review useful structures: 学习动词不定时的用法。
Video Time
观看视频，了解我国海洋研究的前景。
Assessing Your Progress
1. 语言知识检测、单元内容评价。
2. 项目活动：“世界海洋日”的介绍。
Using Language
1. Get to know about whales and other sea animals: 学生运用听、说等技能，了解鲸类和其他海洋动物，并运用顺序词描述观鲸营活动。
2. Express your opinions on sea exploration: 阅读文本，表达你对海洋探索的观点。
Analysis of materials--the whole unit
Teaching Background
2
Teaching Background
1.宏观结构分析：为文章框架立模
Analysis of materials--the teaching text
两篇文本在宏观结构上为学生构建了一篇完整议论文的“微型蓝图”。
Text 1: 反对立场文章
引言段： 开宗明义，提出核心论点：“海洋探索意味着剥削，并已引发诸多问题。”
主体段： 分三个层面展开，每个层面都是一个完整的PEEL段落：
P1: 更多探索导致更多污染。E: 深水地平线漏油事件、塑料污染。
P2: 资源开采（尤其在北极）破坏环境，形成恶性循环。E: 气候变化与化石燃料开采。
P3: 过度捕捞是另一个问题。E: 捕鲸和海豚。
结论段： 升华主题，从伦理和代际公平角度呼吁保护海洋。
Text 2: 支持立场文章
引言段： 承认对方担忧，但明确提出对立论点：“海洋探索对于我们的未来至关重要。”
主体段： 分四个层面展开论证：
P1: 有助于科学理解和应对气候变化。E: 科研船。
P2: 帮助我们发现新资源（医药、食物、能源）。E: 记录新物种。
P3: 满足世界人口增长带来的资源需求。E: 海底蕴藏大量资源。
P4: （让步反驳）承认环境风险，但强调需与经济发展平衡，技术提供希望。
2
Teaching Background —— Deconstructing the Text with PEEL
2
PEEL model
Point What point do you want to make
Evidence What facts and examples can you find to support your point
How reliable are the resources
Explanation Explain how the facts support your opinion and show other opinions to be correct.
Link Connect this point to the next point, or back to the main point of the essay or paragraph.
Clear
Convincing
Comprehensible
（可理解的）
Coherent
（连贯的）
Checklist
Does the paragraph have a clear and focused point
Does it provide specific facts or examples as evidence
Is the evidence convincing and strongly related to the point
Is the explanation logical and easy to understand
Does it use linking words or phrases to ensure coherence
Teaching Background
2.论点与论据分析：为内容填充积料
Analysis of materials--the teaching text
这是本课语篇的核心价值，直接服务于学生写作时的内容生成。
论点的呈现方式：
Text 1的论点更具情感号召力（如使用“murdering”、“forgive us”），侧重于生态伦理和危机警示。
Text 2的论点更具理性与功利性（如“manage resources better”、“for future development”），侧重于科学发展与人类需求。
双方都使用了让步反驳的策略（Text 2直接使用，Text 1隐含了对“开发有益论”的否定），这是议论文写作的重要技巧。
论据的类型与功能：
事实与案例：如“Deepwater Horizon漏油事件”（具体数据）、“1982年禁令”（历史事实）。这些增强了论证的可信度。
数据：“over 200 million gallons”（量化影响）。
假设与推演： 如“可能发现新药物”、“可能帮助我们预测地震”（展望可能性）。
道义诉求： 如“海洋是家园而非财产”、“未来世代不会原谅我们”（引发情感共鸣）。
2
Teaching Background
2
Argumentative essay
Structure
Content
Language
Argument
Evidence
Restatement
Sea exploration has caused many problems
pollution
damaging mining
overfishing
Do protect the ocean!
writing methods
facts
figures
examples
caused effect
choice of words/ sentence patterns
"so-called" research"
"murder", "if...,
linking words
also, another, ...
Reading -Text 1
Find out the arguments and evidence.
Teaching Background
2
Argumentative essay
Structure
Content
Language
Argument
Evidence
Restatement
Sea exploration is more important for our future
scientific research
resource management
future development
Manage the balance between sea exploration and economic needs
writing methods
facts
examples
caused & effect
choice of words/ sentence patterns
"Opponents may be concerned, but..."
"truly, probably, hopefully”
linking words
also, for example, ...
Reading -Text 2
Teaching Background
3. 语言特征分析：为语言表达赋能
Analysis of materials--the teaching text
文本在语言层面为学生提供了丰富的议论文写作“词块”和句式。
核心词块：
Text 1: cause problems, spill into the sea, climate change, negative cycle, overfishing, without mercy, future generations
Text 2: be important for our future, address important issues, manage its resources, discover new medicines, valuable minerals, environmental risks, balance with economic needs
论证句式Links：
提出论点：When people talk of..., they usually mean...; Opponents may be concerned, but...
列举论据：For example,...; ...is also bad,...; ...is another problem.
因果论证：Because of A, there is B, which means C...
让步反驳：Of course, there are still... However, these should be...
2
Analysis of students’ learning needs
High interest in exploration topics.
Basic reading comprehension skills.
Preliminary environmental awareness.
Strengths
disorganized structure
empty arguments
simple language
Weaknesses
Our Focus: How can we effectively scaffold students to think critically and write logically about the complex issue of sea exploration
Teaching Background
2
目录
Content
Teaching Background
2
Teaching Objectives
3
Key and Difficult Points
4
Teaching Methods
Teaching Procedures
Teaching Reflection
5
6
7
Teaching Principles
1
Teaching Objectives
2. Thinking Quality: Develop critical thinking and form personal views while analyzing, evaluating, and integrating information.
3. Creating competence :Enhance critical thinking skills via comparative analysis & group discussions.
Language Ability: Analyze the text’s argument structure and use the PEEL structure to make an argumentative essay outline.
思-应用实践
创-迁移创新
读-学习理解
At the end of the unit, students will be able to:
Key Words & Expressions
Nouns/Verbs: exploitation, conservation, pollution, address, predict, manage, cause, damage...
Phrases & Patterns:
From my perspective...
Sea exploration helps/causes... by...
However, these should be balanced with...
To truly understand..., we must...
4. Internalize the concept of sustainable development by evaluating both the pros and cons of sea exploration.
3
Key and Difficult Points
At the end of the lesson, students will be able to:
To guide students to build a writing framework: "State the point → Match text/chart evidence → Draw a logical conclusion".
Structuring the Essay
To guide students to learn and use expressions for "presenting opinions" and "analyzing pros and cons”.
Mastering Useful Expressions
To help students effectively transfer cases (e.g., Zheng He's voyages) and data (e.g., overfishing rates) into supporting evidence for their arguments.
Transferring Materials
To lead students to use cohesive devices like “However” and “Although” to present a well-rounded and logical argument.
Integrating Viewpoints Dialectically
Key
points
Difficult
points
4
目录
Content
Teaching Background
2
Teaching Basis
3
Key and Difficult Points
4
Teaching Methods
Teaching Procedures
Teaching Reflection
5
6
7
Teaching Principles
1
Teaching Procedures
活动（Activity):
播放一段1分钟的震撼视频（展现海洋的壮美与面临的污染、开发并存的现象）。
提问（question）
“The sea gives us life and wonder, but it also faces crises. What should we do
Explore it for our future, or protect it from our harm ”
目的 (Purpose)
Lead in：Video & Trigger (3 mins)
创设情境，激发兴趣，引入核心议题，激活学生已有图式。
6
Teaching Procedures
任务（Task):
快速阅读两篇文本，完成框架分析表。
活动（Activity）
1. 个人阅读，填写表格核心信息。
2. 师生核对，板书结构化框架。
目的 (Purpose)
Step 2: Reading I — Deconstructing the Framework (7 mins)
宏观把握议论文“引言-主体-结论”的基本结构和论证逻辑，为写作立模。
框架分析表
(Worksheet 1):
Text 1 (Against) Text 2 (For)
Main Argument
Supporting Point 1
Supporting Point 2
Supporting Point 3
Conclusion
6
Teaching Procedures
任务（Task):
精读文本，充当“论证素材猎人”。
活动（Activity）
1. 小组合作，寻找并分类论据（事实/数据/推演/伦理）。
2. 思考与分享：“Which piece of evidence is most convincing to you Why ” （初步渗透证据可靠性评估）
目的 (Purpose)
Step3: Reading II—Hunting for Evidence (8 mins)
深入文本，积累论证素材，解决写作“无米之炊”的问题。
论据狩猎表
(Worksheet 2)
Type of Evidence Examples from Text 1
Examples from Text 2
Facts & Events
Data
Predictions
Ethical Appeals
6
Teaching Procedures
活动（Activity):
1. 语言聚焦： 引导学生从文本中挖掘有用的词块和句式，进行归类（如：提出论点、列举论据、让步反驳等）。
2. PEEL示范： 教师以Text 1的一个段落为例，明确剖析其PEEL结构。
目的 (Purpose)
Step 4: Language Building — Useful Chunks & PEEL (7 mins)
积累地道语言，掌握PEEL这一核心写作工具，为写作赋能。
6
Teaching Procedures
活动（Activity):
运用PEEL结构，撰写一篇议论文的详细提纲。
目的 (Purpose)
Step 5: Writing Practice—Outlining Your Argument (12 mins)
整合应用所学，完成从读到写的关键输出。
任务（Task):
1. 明确写作任务： “Should We Continue to Explore the Sea ” 陈述个人立场。
2. 独立构思： 学生使用写作提纲模板进行创作。
3. 同伴互评： 完成后与同伴交换，依据评价量表第一、二部分进行初步反馈。
写作提纲模板
(Worksheet 3):
My Thesis Statement: _________________________
Body Paragraph 1 (PEEL):
Point: _______________
Evidence: _____________
Explanation: ____________
Link: _______________
Body Paragraph 2 (PEEL):
(结构同上)
Conclusion: _________________________
6
Teaching Procedures
活动（Activity):
目的 (Purpose)
Step 6: Feedback & Sum-up (3 mins)
巩固成果，升华课堂，布置课后任务。
1. 邀请1-2名学生分享提纲，教师给予针对性点评。
2. 教师总结本课核心：结构是骨架，论据是血肉，语言是外衣，思想是灵魂。
课后作业
1. 根据提纲和同伴反馈，完成一篇完整的议论文初稿。
2. 在初稿后附一段Self-reflection，回答：
What is the biggest takeaway from this lesson
What part of your essay are you most satisfied with What needs improvement
6
Teaching Background —— Deconstructing the Text with PEEL
2
Checklist
Does the paragraph have a clear and focused point
Does it provide specific facts or examples as evidence
Is the evidence convincing and strongly related to the point
Is the explanation logical and easy to understand
Does it use linking words or phrases to ensure coherence
Teaching Procedures - Blackboard Design
Requirement: Use materials from the textbook.
L - Link (衔接总结)
Counter-argument:
Acknowledge the other side.
Conclusion: Restate your point.
Sea Exploration
Reading for Writing
Text 1: AGAINST Text 2: FOR
Pollution Overfishing Climate Cycle Ethical Appeal Scientific Research
New Resources
Economic Needs
Balance & Tech
Our Writing Toolbox:
1. Structure: Intro - Body (PEEL) - Conclusion
2. Evidence: Facts, Data, Predictions, Ethics
3. Language: Useful Chunks & Sentences
6
目录
Content
Teaching Background
2
Teaching Objectives
3
Key and Difficult Points
4
Teaching Methods
Teaching Procedures
Teaching Reflection
5
6
7
Teaching Principles
1
思-应用实践
创-迁移创新
读-学习理解
3. critically evaluate the dual impacts of sea exploration
4. construct an argumentative essay；
5. design and present a poster
outline the historical timeline
identify and use core vocabulary
阶段一：
确定预期结果
Compare two opposing texts
阶段三：
设计学习体验和教学
Scan for key information
Hold a debate: Blessing or Curse
Revise and polish the essay
Read for the main idea
Create a poster for World Oceans Day
Conduct peer review
Draw a timeline of sea exploration
Learn the PEEL method
课堂问答及反馈
词汇及语法练习
同伴采访、时间轴图绘制
课堂辩论表现
阶段二：
确定评估证据
语言运用准确度检测
议论文观点提纲
议论文终稿评价量表
同伴互评表
项目式作业（海报）
Teaching Reflection
本节课设计亮点提炼如下：
1. 目标导向，评伴全程：
课前向学生清晰呈现本课写作任务（一篇关于海洋探索利弊的议论文）和评价量表（涵盖结构、内容、语言）。
所有阅读活动都指向写作目标，学生在阅读时就知道“我在为写作搜集什么”。
评价贯穿始终：通过追问（“这个证据有力吗？”）进行即时评价；通过小组讨论记录进行过程性评价；通过写作与互评进行终结性评价。
2. 支架清晰，路径明确：
设计“从结构到内容再到语言”的递进式学习路径：
Step 1: 解构框架（分析两篇文章的整体结构和段落展开方式）。
Step 2: 狩猎论据（使用表格或思维导图分类提取正反论点与论据）。
Step 3: 锤炼语言（聚焦词块与句式，进行仿写练习）。
Step 4: 构思输出（运用PEEL结构，结合所学，搭建自己的写作提纲）。
3. 思维进阶，素养落地：
超越简单的“找观点”，引导学生评估论据的有效性、分析作者的写作策略（如为何用“murdering”而不用“hunting”）。
讨论环节的第三个问题（“还有哪些文本未提及的重要方面？”）是批判性思维和创造力的爆发点，鼓励学生提出如“深海探索的的政治竞争”等新颖角度，实现知识的迁移与创新。
4. 合作互评，以学为中心：
写作后的“伙伴互评”是关键环节。学生使用评价量表互相批改，这不仅是对写作的反馈，更是对阅读理解的深化——他们需要运用刚学到的议论文知识去评判他人的作品。
教师在此过程中是设计者、引导者和促进者，课堂真正还给学生。
7
感谢垂听

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