Unit 3 Environmental Protection-Reading and Thinking 教案-2025-2026学年高中英语人教版选择性必修第三册

Unit 3 Environmental Protection-Reading and Thinking 内容导航 This section’s reading text, titled "Climate Change Requires the World's Attention", focuses on the severity of global climate change. It presents evidence such as rising temperatures, melting ice, and rising sea levels, takes the starving polar bear incident as an example to show the impact on ecology, explains the greenhouse effect (natural and man-made), and calls on the world to take actions to address climate change, laying a foundation for students to understand environmental protection and take practical actions. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and sentence patterns related to environmental protection, and improve reading ability to obtain, sort out and summarize information. Cultural Awareness: Understand the global common responsibility of environmental protection, respect the concept of sustainable development in different countries, and establish a sense of global citizenship. Thinking Quality: Cultivate logical thinking through analyzing the causes and effects of climate change, and develop critical thinking by discussing solutions. Learning Ability: Master reading strategies such as prediction and skimming, and form the habit of autonomous learning and cooperative inquiry in the process of exploring environmental issues. 2. 教学重难点 Key Points: Understand the main idea and structure of the text, grasp the core information about climate change, greenhouse effect and their impacts; master key vocabularies (e.g., sustainable development, carbon footprint, ecology) and sentence patterns related to environmental protection; master reading strategies such as skimming, scanning and inferring. Difficult Points: Comprehensively understand the complexity of the greenhouse effect and the logical relationship between man-made activities and climate change; use the learned information and language to express views on environmental protection; develop critical thinking to put forward innovative solutions to environmental problems. 教学过程 Stage 1: Lead-in (Lead-in and Activation) Activity 1: Visual Aids Presentation and Topic Introduction The teacher presents a set of pictures and short video clips, including the dead polar bear on Svalbard in Norway, melting glaciers in the Arctic, rising sea levels submerging coastal areas, and extreme weather such as high temperatures and floods. After playing, the teacher asks two guiding questions: "What do these pictures and videos show? How do you feel when you see them?" Then, invite 3-4 students to share their views freely. After the sharing, the teacher summarizes: "These scenes are not fictional. They are the real impacts of global climate change on our planet. Today, we will learn a reading text titled 'Climate Change Requires the World's Attention' to explore the causes, impacts and solutions of climate change together." Design Intention: Using visual and intuitive pictures and videos can quickly attract students' attention, stimulate their emotional resonance, and make them intuitively feel the severity of climate change. The guiding questions can activate students' existing knowledge and life experience about environmental protection, arouse their interest in learning the text, and lay a good emotional and cognitive foundation for the subsequent reading link. At the same time, it can naturally lead to the theme of the text and realize the smooth transition from real life to classroom learning. Activity 2: Vocabulary Preview and Consolidation The teacher displays the core vocabularies and phrases in the text on the screen, including climate change, greenhouse effect, carbon dioxide, methane, polar bear, starvation, melt, sea level, extreme weather, fossil fuels, etc. For each vocabulary, the teacher pronounces it correctly first, and asks students to follow along to ensure accurate pronunciation. Then, combine the pictures in the lead-in part to explain the meaning of the vocabulary, such as connecting "polar bear" with the picture of the dead polar bear, and connecting "melt" with the picture of melting glaciers. Finally, design a quick matching game: present the English words on one side and the corresponding Chinese meanings or pictures on the other side, and ask students to match them in pairs quickly. Those who finish correctly and quickly will be praised appropriately. Design Intention: Previewing core vocabularies before reading can help students reduce reading obstacles, improve reading efficiency, and avoid being distracted by unfamiliar words when understanding the text. Combining pictures to explain vocabulary conforms to the cognitive characteristics of senior high school students, making abstract words more specific and easier to remember. The quick matching game can increase the interactivity of the classroom, mobilize students' enthusiasm, and help them consolidate the learned vocabulary in a relaxed atmosphere, laying a solid language foundation for the subsequent reading link. Stage 2: Pre-reading (Prediction and Preview) Activity 1: Title and Picture Prediction The teacher asks students to look at the title of the text "Climate Change Requires the World's Attention" and the pictures in the text (the graph of global surface temperature change and the photo of the dead polar bear). Then, guide students to predict the content of the text through group discussion: "What do you think the text will talk about? What information may be included in it? For example, why does climate change require the world's attention? What examples will the author use to illustrate it?" Each group is given a few minutes to discuss, and then each group sends a representative to share their prediction results. The teacher writes down the key prediction points on the blackboard, such as "the causes of climate change", "the impacts of climate change", "the solutions to climate change", etc. After all groups share, the teacher says: "Let's read the text together to check whether your predictions are correct and find out more detailed information." Design Intention: Predicting the text content through the title and pictures is an important reading strategy. It can stimulate students' thinking, cultivate their ability to infer and predict, and make them have a clear reading goal before reading. Group discussion can promote the exchange and cooperation between students, give full play to the main role of students, and make each student participate in the learning process. At the same time, it can form a reading expectation, improve students' reading initiative and enthusiasm, and help them better grasp the main idea of the text in the subsequent reading. Activity 2: Introduction to Background Knowledge The teacher briefly introduces the background knowledge related to the text: "We have known about climate change for decades. In recent years, the problem of global warming has become increasingly prominent, which has attracted widespread attention from all over the world. The greenhouse effect is one of the key factors leading to climate change. It has two forms: natural greenhouse effect and man-made greenhouse effect. The natural greenhouse effect is necessary for the survival of life on earth, while the man-made greenhouse effect has become a major environmental problem. The text will take the dead polar bear incident as an example to let us understand the serious impact of climate change on the ecological environment." Design Intention: The appropriate introduction of background knowledge can help students understand the social and scientific background of the text, deepen their understanding of the text theme, and make it easier for them to understand the logical relationship and core content in the text. At the same time, it can expand students' knowledge and cultivate their sense of global citizenship, which is in line with the requirements of cultural awareness in core literacy. Stage 3: While-reading (Comprehension and Analysis) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and complete two tasks: 1. Summarize the main idea of the text in one sentence. 2. Divide the text into several parts and summarize the main content of each part. After students finish reading, invite them to share their answers. The teacher guides students to sort out the structure of the text: Part 1 (Paragraph 1): It points out that global climate change is obvious, and lists evidence such as rising temperatures, melting ice and rising sea levels. Part 2 (Paragraph 2): Taking the dead polar bear incident as an example, it shows the impact of climate change on the ecological environment. Part 3 (Paragraph 3): Explains the greenhouse effect, including its definition, two forms and the impact of man-made greenhouse effect on climate change. Part 4 (Paragraph 4): Points out that climate change leads to more extreme weather and natural disasters, and calls on the world to take actions. Then, the teacher summarizes the main idea of the text: The text introduces the severity of global climate change, explains the causes (especially the man-made greenhouse effect) and impacts of climate change through specific examples, and calls on all countries in the world to pay attention to and take actions to address climate change. Design Intention: Skimming is a basic reading strategy that can help students quickly grasp the main idea of the text and the overall structure, laying a foundation for in-depth reading. Asking students to divide the text and summarize the main content of each part can cultivate their ability to sort out and summarize information, and improve their logical thinking ability. The teacher's guidance and summary can help students correct their deviations, deepen their understanding of the text structure and main idea, and ensure that all students can grasp the core content of the text. Activity 2: Scanning for Specific Information The teacher asks students to read the text again carefully (scanning) and complete the following detailed information tasks. The tasks are designed in layers to meet the needs of students with different levels: Basic Task (for all students): 1. What evidence is there that the global climate is changing dramatically? 2. What happened to the polar bear found on Svalbard in Norway in 2013? 3. What is the greenhouse effect? What are its two forms? 4. What are the consequences of the man-made greenhouse effect? Improved Task (for medium and high-level students): 1. Why did the polar bear starve to death? 2. What is the role of the natural greenhouse effect? 3. What do climate scientists warn us about? After students finish reading and completing the tasks, the teacher organizes students to check the answers in groups first. For the basic tasks, each group sends a representative to report the answers, and the teacher corrects and supplements them. For the improved tasks, invite students to share their ideas, and the teacher guides them to find the corresponding sentences in the text to support their answers. For example, when answering "Why did the polar bear starve to death?", the teacher guides students to find the sentence in the text: "Experts claimed that low sea-ice levels caused by climate change meant the bear could not hunt seals as before, so it had to travel greater distances in order to find food." Design Intention: Scanning can help students quickly find specific information in the text, improve their ability to obtain detailed information, and consolidate their understanding of the text content. The layered task design conforms to the principle of differentiated teaching, which can not only ensure that all students master the basic information, but also meet the development needs of medium and high-level students, so that each student can gain a sense of achievement in learning. Checking answers in groups can promote the exchange and cooperation between students, and help students find and correct their mistakes in time. Guiding students to find the basis in the text can cultivate their habit of seeking evidence from the text and improve their reading accuracy. Activity 3: In-depth Analysis of Key Paragraphs and Sentences The teacher focuses on analyzing the key paragraphs and sentences in the text to help students understand the deep meaning of the text and master the key language points. 1. Analysis of Paragraph 2: This paragraph takes the dead polar bear incident as an example to show the impact of climate change on the ecological environment. The teacher asks students to read the paragraph again and think about the following questions: "Why does the author mention the dead polar bear incident? What effect does this example have on the expression of the theme?" After students think and discuss, the teacher summarizes: "The dead polar bear incident is a specific and shocking example. It makes the abstract concept of 'the impact of climate change on ecology' more concrete and intuitive, which can arouse readers' attention and concern, and better illustrate the severity of climate change, laying a foundation for the subsequent discussion of the causes of climate change." 2. Analysis of Paragraph 3: This paragraph explains the greenhouse effect in detail. The teacher first asks students to find the definition of the greenhouse effect in the text, then guides students to distinguish the natural greenhouse effect and the man-made greenhouse effect, and analyze their differences and impacts. The teacher uses a simple diagram to show the process of the greenhouse effect: the sun's heat enters the atmosphere as short-wave radiation → warms the earth's surface → the heat is released back into space as long-wave radiation → greenhouse gases trap part of the heat. Then, the teacher asks students: "What is the role of the natural greenhouse effect? Why has the man-made greenhouse effect become a big problem?" Students answer, and the teacher supplements: "The natural greenhouse effect keeps the earth's climate warm and habitable, which is necessary for the survival of life on earth. However, the man-made greenhouse effect caused by burning fossil fuels produces a lot of extra greenhouse gases, which trap more heat, leading to the rapid rise of the earth's surface temperature and climate change." 3. Analysis of Key Sentences: The teacher selects several key sentences in the text for analysis, such as: (1) "A warming ocean and atmosphere along with melting ice and rising sea levels provide evidence of a dramatic change in the global climate." The teacher analyzes the sentence structure: "A warming ocean and atmosphere" and "melting ice and rising sea levels" are the subjects, "provide" is the predicate, "evidence" is the object, and "of a dramatic change in the global climate" is the attributive modifying "evidence". At the same time, guide students to master the phrase "along with" (together with) and its usage. (2) "This alarming case showed how the increase in temperature had an impact on Earth's ecology." The teacher explains the clause "how the increase in temperature had an impact on Earth's ecology" is the object clause of "showed", and guides students to master the phrase "have an impact on" (have an impact on). (3) "Climate scientists have warned that if we do not take appropriate actions, this warming trend will probably continue and there will be a higher price to pay." The teacher analyzes the conditional状语 clause in the sentence, and guides students to understand the meaning of the sentence: it emphasizes the urgency of taking actions to address climate change, and calls on people to take practical actions. Design Intention: In-depth analysis of key paragraphs and sentences can help students understand the deep meaning of the text, grasp the logical relationship of the text, and improve their ability to analyze and understand the text. The use of diagrams can make the abstract scientific principle of the greenhouse effect more intuitive and easier for students to understand. The analysis of sentence structure and key phrases can help students master the key language points, improve their language application ability, and lay a foundation for the subsequent language output link. Activity 4: Reading Strategy Guidance The teacher introduces the reading strategy "Draw a diagram" to students: "Diagrams are very useful tools that can be used to brainstorm ideas, map out processes, show cause and effect relationships, explain a new idea or concept, and so on. When you read an essay about scientific issues, you can try drawing a diagram, which will not only allow you to visualise the problems more clearly but also can help demonstrate your creative thinking and problem-solving." Then, the teacher guides students to draw a diagram about the causes and effects of climate change according to the text content. The teacher gives a simple example first: "Cause: Man-made greenhouse effect (burning fossil fuels → extra greenhouse gases). Effect: Rising temperatures → melting ice, rising sea levels, extreme weather → impact on ecology (e.g., polar bears starving to death)." Then, students draw diagrams in groups, and the teacher walks around to guide them. After students finish, each group displays their diagrams and explains them, and the teacher comments and evaluates them, affirming the advantages and putting forward suggestions for improvement. Design Intention: Guiding students to master reading strategies is an important part of improving students' learning ability. The "Draw a diagram" strategy can help students sort out the logical relationship between the causes and effects of climate change, make the text content more systematic and visual, and improve their ability to sort out and summarize information. Group drawing and display can promote the exchange and cooperation between students, give full play to their creativity and practical ability, and make them master the reading strategy in practice. Stage 4: Post-reading (Consolidation and Application) Activity 1: Text Retelling The teacher asks students to retell the text according to the structure of the text and the diagram they drew. The retelling can be carried out in three forms: individual retelling, pair retelling and group retelling. For individual retelling, invite 2-3 students to retell the text in front of the whole class, and the teacher evaluates their retelling, focusing on whether the main content is complete, the logic is clear and the language is accurate. For pair retelling, students retell the text to each other, and check and correct each other's mistakes. For group retelling, each group divides the text into several parts, and each member retells one part, then the whole group completes the retelling of the whole text together. After the retelling, the teacher summarizes and supplements, and guides students to use the key vocabularies and sentence patterns learned in the text in the retelling. Design Intention: Text retelling is an effective way to consolidate the text content and improve students' language expression ability. It can help students review and sort out the text content again, deepen their understanding of the text, and at the same time, exercise their oral expression ability and logical thinking ability. The variety of retelling forms can mobilize students' enthusiasm and participation, and make each student have the opportunity to practice. The teacher's evaluation and guidance can help students find their own deficiencies and improve their language expression ability. Activity 2: Group Discussion and Expression The teacher puts forward the discussion topic: "What can we do as senior high school students to help address climate change? What actions should governments and enterprises take?" Then, divide students into groups of 4-5, and each group discusses the topic. During the discussion, the teacher walks around to guide students, reminds them to use the knowledge and language learned in the text, and encourages them to put forward their own opinions and suggestions. After the discussion, each group sends a representative to share their discussion results. For example, students may put forward suggestions such as "saving electricity and water", "reducing the use of plastic products", "taking public transport", "planting trees" and so on. For the actions of governments and enterprises, students may put forward "formulating environmental protection policies", "promoting the use of clean energy", "reducing fossil fuel emissions" and so on. After all groups share, the teacher summarizes: "Climate change is a global problem that requires the joint efforts of all people, governments, enterprises and individuals. As senior high school students, we should establish a sense of environmental protection and take practical actions to contribute to protecting our planet." Design Intention: Group discussion can cultivate students' cooperative learning ability and critical thinking ability, and allow students to apply the knowledge and language learned in the text to practical communication, realizing the transformation from input to output. The discussion topic is closely related to students' real life, which can stimulate their sense of responsibility and mission, and help them establish a correct environmental protection concept, which is in line with the requirements of thinking quality and cultural awareness in core literacy. The teacher's guidance and summary can help students sort out their ideas and deepen their understanding of the theme of environmental protection. Activity 3: Language Practice The teacher designs two language practice tasks to help students consolidate the key vocabularies and sentence patterns learned in the text: Task 1: Fill in the blanks with the correct form of the given words. The words include climate change, greenhouse effect, melt, starve, extreme, fossil fuel, impact, sustainable. For example: 1. The ________ has become a major environmental problem due to human activities. 2. Rising temperatures cause the ice to ________, which leads to rising sea levels. 3. The ________ weather has caused a lot of natural disasters around the world. Task 2: Translate the following sentences into English, using the key phrases and sentence patterns learned in the text. 1. 全球气候变暖对地球生态有很大影响。(have an impact on) 2. 我们必须采取适当的措施来应对气候变化。(take appropriate actions to do sth.) 3. 温室气体捕获热量，使地球气候保持温暖。(trap heat, keep...warm) After students finish the tasks, the teacher checks the answers in class, corrects the common mistakes, and explains the key points and difficulties in translation. For example, when translating "全球气候变暖对地球生态有很大影响", guide students to use the sentence structure "Global warming has a great impact on Earth's ecology", and pay attention to the correct use of the phrase "have an impact on". Design Intention: Language practice tasks can help students consolidate the key vocabularies and sentence patterns learned in the text, improve their language application ability, and realize the combination of knowledge and practice. The design of fill-in-the-blank and translation tasks is close to the text content, which can help students review the text knowledge while improving their language skills. Checking answers in class can help students find their own mistakes in time and consolidate their learning results. Activity 4: Theme Expansion The teacher introduces some additional information about environmental protection to students, such as the United Nations' Sustainable Development Goals related to environmental protection, the environmental protection policies and actions of various countries, and the latest progress in environmental protection. Then, ask students to think about: "What other environmental problems are there in the world besides climate change? What can we do to solve these problems?" Invite students to share their views, and the teacher guides them to establish a comprehensive environmental protection concept. Finally, the teacher plays a short public welfare video about environmental protection, which calls on everyone to take actions to protect the environment. After playing, the teacher makes a summary: "Environmental protection is not a slogan, but a responsibility that everyone should bear. We should take practical actions in our daily life to protect our common home - the earth." Design Intention: Theme expansion can enrich students' knowledge about environmental protection, expand their horizons, and help them establish a more comprehensive and in-depth understanding of environmental protection. The public welfare video can further stimulate students' emotional resonance, enhance their sense of environmental protection and responsibility, and guide them to transform their environmental protection concepts into practical actions, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Stage 5: Summary and Homework Activity 1: Classroom Summary The teacher summarizes the content of this class: "In this class, we learned the reading text 'Climate Change Requires the World's Attention'. We understood the main idea and structure of the text, mastered the key vocabularies and sentence patterns related to environmental protection, and learned the reading strategy of drawing diagrams. We also discussed the ways to address climate change and realized that environmental protection is the common responsibility of all people. I hope that after this class, you can establish a sense of environmental protection and take practical actions to protect our planet." Then, the teacher asks students to summarize what they have learned in this class, and invites 1-2 students to share their summaries, and the teacher supplements and improves them. Design Intention: Classroom summary can help students sort out the knowledge learned in this class, consolidate the learning results, and form a systematic knowledge framework. Asking students to summarize by themselves can cultivate their ability to sort out and summarize information, and improve their learning ability. The teacher's supplement and improvement can ensure that students grasp the key content of the class and achieve the teaching goals. Activity 2: Homework Arrangement The teacher arranges three levels of homework to meet the needs of students with different levels: Basic Homework (for all students): 1. Read the text aloud for 15 minutes every day, and recite the key paragraphs (Paragraph 2 and Paragraph 3). 2. Finish the language practice tasks in the class again, and review the key vocabularies and sentence patterns. 3. Write a short passage of 80-100 words about "My Environmental Protection Actions". Improved Homework (for medium and high-level students): 1. Find more information about climate change and environmental protection, and write a short report of 150-200 words. 2. Discuss with your family members about environmental protection actions, and put forward a family environmental protection plan. 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 $