Unit 3 Environmental Protection-Learning About Language 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-Learning About Language 内容导航 This section focuses on vocabulary building and grammar learning around the theme of environmental protection. It mainly includes key words and phrases related to environmental issues, as well as the transformation rules between direct speech and indirect speech, helping students apply language knowledge in practical contexts. 教学目标和重难点 1. 教学目标 Language Ability: Master environmental-related vocabulary and direct-indirect speech transformation to improve English expression and application skills. Cultural Awareness: Understand global environmental protection consensus and enhance cross-cultural environmental protection communication awareness. Thinking Quality: Cultivate logical thinking through grammar analysis and critical thinking through environmental topic discussions. Learning Ability: Develop autonomous and cooperative learning habits to actively master language knowledge and apply it to practical scenarios. 2. 教学重难点 Key Points: Master the usage of key vocabulary (such as bring about, submit, sensitive) and their collocations; grasp the basic transformation rules of direct speech and indirect speech (person, tense, adverbial changes). Difficult Points: Flexibly choosing prepositions in vocabulary collocations; accurately transforming different types of direct speech (declarative, interrogative, imperative) into indirect speech without errors in tense and word order. 教学过程 Step 1: Warm-up and Lead-in Activity 1: Theme Discussion. The teacher starts with a question: “Last class, we learned about climate change and its impact on polar bears. Can you tell me one environmental problem you know and use simple English to describe it?” Ask 3-4 students to share their ideas, and then the teacher summarizes and leads to the new lesson: “Today, we will learn the key language points in this unit, which will help us express environmental issues more accurately and fluently.” Design Intention: This activity activates students' prior knowledge about environmental protection, arouses their interest in the class topic, and creates a relaxed English communication atmosphere. It also connects the previous reading content with the current language learning, helping students realize the practical value of language knowledge and lay a foundation for the subsequent vocabulary and grammar learning. Step 2: Vocabulary Learning (Build up your vocabulary) Activity 1: Word Recognition and Explanation. The teacher presents the key vocabulary of this section on the screen, including bring about, submit, sensitive, along with their phonetic symbols, parts of speech and core meanings. For each word, the teacher combines the sentences in the textbook to explain its usage and collocations. For example, for “bring about”, the teacher shows the textbook sentence “Science has brought about great changes in our routine life.” and explains that it means “cause” or “lead to”, and adds common collocations such as “bring about changes/results/problems”. For “submit”, the teacher introduces the collocations “submit sth. to sb.” and “submit oneself to sth.”, and gives example sentences: “Please submit your application forms to the company before the deadline.” and “Never would I submit to difficulties.” For “sensitive”, the teacher explains its meaning of “easily affected or upset” and “responsive”, and teaches the collocation “be sensitive to sth.”, with the example sentence “Teachers need to be sensitive to the level of development of each student.” Design Intention: Combining textbook sentences to explain vocabulary helps students understand the meaning and usage of words in specific contexts, avoiding isolated vocabulary memorization. Introducing collocations and example sentences enables students to master the practical application of words, laying a solid foundation for their subsequent listening, speaking, reading and writing. Activity 2: Sentence Making Practice. Divide students into groups of 4. Each group is given 3 key words (bring about, submit, sensitive) and is required to make 2-3 meaningful sentences related to environmental protection. After 5 minutes of group discussion, each group sends a representative to present their sentences to the class. The teacher comments on the sentences, corrects errors in collocation or grammar, and praises excellent sentences. For example, if a student says “Pollution brings about many environmental problems.”, the teacher affirms it and encourages them to use more complex structures, such as “Air pollution brought about by factories has a bad impact on people's health.” Design Intention: Group cooperation and sentence making practice not only consolidate students' mastery of vocabulary and collocations, but also cultivate their cooperative learning ability. Combining vocabulary with environmental protection themes enables students to realize the connection between language learning and real life, improving their ability to use language to express practical topics. Activity 3: Vocabulary Consolidation. The teacher designs fill-in-the-blank exercises based on the textbook content and environmental themes. The exercises are as follows: ① According to the report ______ (submit) by researchers, 20 to 25 percent of annual carbon dioxide emissions are caused by tropical forest destruction. ② Why is nuclear power a ______ (sensitive) topic? ③ Human activities have ______ (bring about) great changes to the global environment. Students complete the exercises independently, and then the teacher checks the answers and explains the key points. For the first question, the teacher emphasizes that “submit” should be changed to “submitted” as a past participle to modify “the report”. For the third question, the teacher reminds students of the present perfect tense, so “bring about” should be changed to “brought about”. Design Intention: Fill-in-the-blank exercises can effectively test students' mastery of vocabulary form changes and collocations. Combining the textbook content and environmental themes helps students consolidate the connection between vocabulary and the unit theme, and deepen their understanding of vocabulary usage in different contexts. Step 3: Grammar Learning (Discover useful structures) Activity 1: Discover the Grammar Rules. The teacher presents 5 sentences from the textbook on the screen: ① The expert said that from the position of its dead body, the bear appeared to have starved and died. ② Experts claimed that low sea-ice levels caused by climate change meant the bear could not hunt seals as before. ③ The reporter asked, “How can we save polar bears from extinction?” ④ 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. ⑤ “Let’s work together to stop climate change,” the expert said. Then the teacher asks students to observe the sentences and discuss the following questions in groups: What are the differences between sentence ①, ②, ④ and sentence ③, ⑤? What changes have taken place in punctuation, tense and person? After group discussion, the teacher summarizes: Sentences ③ and ⑤ are direct speech, which quotes others' original words and is enclosed in quotation marks; Sentences ①, ② and ④ are indirect speech, which retells others' words in one's own words. Then the teacher introduces the basic concept of direct speech and indirect speech. Design Intention: Letting students discover grammar rules through observation and discussion is more effective than direct explanation by the teacher. It can cultivate students' observation ability and logical thinking ability, and make students deeply understand the differences between direct speech and indirect speech, laying a foundation for the subsequent learning of transformation rules. Activity 2: Learn Transformation Rules (1) - Person, Tense and Adverbial Changes. The teacher takes the sentences in the textbook as examples to explain the key points of transformation one by one. For person change, the teacher uses the example: Direct speech: “I’m worried about the polar bears,” the reporter said. Indirect speech: The reporter said that he was worried about the polar bears. Then the teacher summarizes the person change rule: The first person in direct speech is changed according to the subject of the main clause, the second person is changed according to the object of the main clause, and the third person remains unchanged. For tense change, the teacher uses the example: Direct speech: “The bear is starving,” the expert said. Indirect speech: The expert said that the bear was starving. Then the teacher lists the tense change rules: If the main clause is in the past tense, the tense of the subordinate clause in indirect speech should be changed to the corresponding past tense (simple present → simple past, present continuous → past continuous, present perfect → past perfect, etc.). If the main clause is in the present tense, the tense of the subordinate clause remains unchanged. For adverbial change, the teacher lists common adverbial changes: now → then, today → that day, here → there, this → that, tomorrow → the next day, etc., and gives example sentences for explanation. Design Intention: Using specific examples to explain grammar rules makes abstract grammar knowledge concrete and easy for students to understand. Summarizing the rules in a clear way helps students remember and master them. Combining the examples with the unit's environmental theme ensures the consistency of the teaching content and improves students' ability to apply grammar rules in specific contexts. Activity 3: Learn Transformation Rules (2) - Transformation of Different Types of Sentences. The teacher classifies direct speech into declarative sentences, general interrogative sentences, special interrogative sentences and imperative sentences, and explains the transformation methods of each type with examples. ① Transformation of declarative sentences: Add “that” after the main clause verb (which can be omitted), and adjust the person, tense and adverbial according to the rules. Example: Direct speech: “Climate change is a serious problem,” the scientist said. Indirect speech: The scientist said (that) climate change was a serious problem. ② Transformation of general interrogative sentences: Change the main clause verb “said” to “asked”, add “whether” or “if” to guide the subordinate clause, change the interrogative word order to declarative word order, and adjust the person, tense and adverbial. Example: Direct speech: “Are polar bears in danger?” the reporter asked. Indirect speech: The reporter asked whether/if polar bears were in danger. ③ Transformation of special interrogative sentences: Use the original special interrogative word to guide the subordinate clause, change the interrogative word order to declarative word order, and adjust the person, tense and adverbial. Example: Direct speech: “How can we reduce carbon emissions?” the teacher asked. Indirect speech: The teacher asked how we could reduce carbon emissions. ④ Transformation of imperative sentences: Change the main clause verb to “asked/told/ordered/advised” etc., and change the imperative sentence to “to do” structure. Example: Direct speech: “Let’s protect the environment,” the expert said. Indirect speech: The expert advised us to protect the environment. Design Intention: Classifying and explaining the transformation of different types of sentences helps students systematically master grammar rules and avoid confusion. Each type is matched with an example related to environmental protection, which not only consolidates grammar knowledge but also strengthens the connection between language learning and the unit theme, enabling students to apply grammar rules to express environmental topics. Activity 4: Grammar Practice (1) - Sentence Transformation. The teacher designs 10 sentence transformation exercises, covering different types of direct speech. For example: ① Direct speech: “I will take action to protect the environment,” Tom said. Indirect speech: Tom said that he would take action to protect the environment. ② Direct speech: “Do you know the causes of air pollution?” the teacher asked Lucy. Indirect speech: The teacher asked Lucy whether she knew the causes of air pollution. ③ Direct speech: “What measures can we take to save water?” the reporter asked. Indirect speech: The reporter asked what measures we could take to save water. Students complete the exercises independently, and then exchange answers with their deskmates. The teacher randomly checks the answers, corrects common errors (such as incorrect tense change, wrong word order, missing “whether/if” etc.), and explains the key and difficult points again. Design Intention: Independent practice and peer exchange help students consolidate the grammar rules they have learned, find their own mistakes in time, and deepen their understanding of the rules. The teacher's comment and explanation focus on common errors, which can effectively solve the problems encountered by students in practice and improve the efficiency of grammar learning. Activity 5: Grammar Practice (2) - Contextual Application. Divide students into groups of 4. Each group is given a scenario: “A reporter is interviewing an environmental expert about climate change.” The group needs to design 3-4 direct speeches (including declarative, interrogative and imperative sentences) and then transform them into indirect speeches. After 8 minutes of group preparation, each group performs the interview and the transformation of direct and indirect speech in front of the class. The teacher evaluates the performance of each group, focusing on the accuracy of vocabulary and grammar, and the fluency of expression. Design Intention: Contextual application practice combines vocabulary and grammar knowledge, enabling students to apply what they have learned to real communication scenarios. It not only consolidates language knowledge but also improves students' oral expression ability and cooperative learning ability. The scenario design is closely related to the unit theme, which helps students deepen their understanding of environmental protection and realize the practical value of language learning. Step 4: Comprehensive Application and Consolidation Activity 1: Passage Filling. The teacher presents a short passage about environmental protection, which contains blanks of key vocabulary and direct-indirect speech transformation. The passage is as follows: A reporter interviewed an environmental expert yesterday. The reporter asked, “______ (how) can we protect the ecological environment?” The expert said, “We should reduce the use of plastic products and plant more trees.” The expert also said that ______ (pollution) brought about by human activities had caused great damage to the earth. He advised people ______ (protect) wild animals and their habitats. The reporter asked whether we could reverse the environmental damage. The expert replied that if everyone took action, we could improve the environment. Students complete the passage independently, and then the teacher checks the answers and explains the key points. For example, the first blank should be “How” (special interrogative word), the second blank should be “pollution” (noun form), and the third blank should be “to protect” (imperative sentence transformation). Design Intention: Passage filling integrates vocabulary and grammar knowledge, testing students' ability to apply language knowledge in a coherent context. The passage is closely related to the unit theme, which helps students consolidate the connection between language knowledge and environmental protection, and improve their comprehensive language application ability. Activity 2: Group Discussion. The teacher puts forward a topic: “What can we do as senior high school students to protect the environment? Use the vocabulary and grammar we learned today to express your ideas.” Divide students into groups of 5, and each group discusses for 10 minutes. During the discussion, students are required to use at least 3 key words and 2 indirect speeches. After the discussion, each group sends a representative to make a 2-3 minute report. The teacher comments on the reports, affirming the advantages of each group and putting forward suggestions for improvement (such as more flexible use of grammar rules, richer vocabulary, etc.). Design Intention: Group discussion and report presentation not only consolidate students' mastery of vocabulary and grammar but also cultivate their oral expression ability, logical thinking ability and cooperative learning ability. The topic is closely related to students' real life, which can stimulate students' enthusiasm for participation, make them realize that they can contribute to environmental protection, and enhance their environmental protection awareness. Step 5: Summary and Homework Activity 1: Class Summary. The teacher leads students to review the key points of this class: ① Key vocabulary: bring about, submit, sensitive and their collocations. ② Grammar: the concept of direct speech and indirect speech, transformation rules (person, tense, adverbial changes) and transformation of different types of sentences. The teacher emphasizes that language learning should be combined with practical application, and encourages students to use the learned language knowledge to express environmental topics in daily life. Design Intention: Class summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding of key points. Emphasizing the practical application of language helps students establish the concept of “learning for use” and improve their language application ability. Activity 2: Homework Arrangement. ① Copy the key vocabulary and their collocations, and make 5 sentences with each word, related to environmental protection. ② Complete 15 direct-indirect speech transformation exercises, covering different types of sentences. ③ Write a short passage (80-100 words) about environmental protection, using at least 5 key words and 3 indirect speeches. ④ Discuss with family members about environmental protection, and use the learned language knowledge to retell their opinions (indirect speech). Design Intention: The homework is designed to consolidate the knowledge learned in class, including vocabulary, grammar and comprehensive application. The homework is closely related to the unit theme and students' real life, which not only helps students consolidate language knowledge but also encourages them to apply language knowledge to daily communication, improving their comprehensive language application ability. At the same time, the homework of discussing with family members can also spread environmental protection awareness and achieve the integration of teaching and education. Step 6: Teaching Reflection (for teachers) After the class, teachers need to reflect on the following aspects: ① Whether students have mastered the key vocabulary and grammar rules, and whether there are common errors that need to be emphasized again in the next class. ② Whether the teaching activities are interesting and attractive enough to stimulate students' learning enthusiasm. ③ Whether the time allocation of each link is reasonable, and whether there is enough time for students to practice and communicate. ④ Whether the teaching design is closely combined with the unit theme and students' actual situation, and whether it effectively cultivates students' four-dimensional core literacy. According to the reflection, adjust the teaching plan in time to improve the teaching effect. Design Intention: Teaching reflection is an important part of teaching, which helps teachers find problems in teaching, summarize experience and lessons, and continuously improve teaching level. It also helps teachers better understand students' learning situation, adjust teaching strategies, and meet students' learning needs, so as to better cultivate students' English 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 $