Unit 3 Environmental Protection-Using 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-Using Language 内容导航 This section focuses on environmental protection, integrating listening, speaking, reading and writing. It includes an interview about London smog and a report on Li River pollution, guiding students to master related vocabulary and sentence patterns, and practice language application in environmental scenarios. 教学目标和重难点 1. 教学目标 Language Ability: Master environmental vocabulary (e.g., smog, fossil fuel) and sentence patterns for expressing causes and solutions. Cultural Awareness: Understand environmental protection practices at home and abroad, and establish the concept of harmonious coexistence between humans and nature. Thinking Quality: Develop critical thinking by analyzing environmental problems and their solutions. Learning Ability: Improve autonomous learning and cooperative inquiry ability through listening practice, group discussion and writing tasks. 2. 教学重难点 Key Points: Master core vocabulary and phrases related to environmental pollution and protection; understand the structure of interviews and reports; be able to listen for key information and express opinions on environmental issues in simple English. Difficult Points: Use non-finite verbs and indirect speech correctly in environmental contexts; write a logical environmental report with clear structure and sufficient content; apply language knowledge flexibly to solve practical environmental communication problems. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Visual Aids and Question Guide. Show students pictures and short videos about environmental pollution, including London smog, Li River water pollution, and plastic waste accumulation. Then ask two groups of questions: ① What environmental problems can you see in the materials? ② What do you think are the causes of these problems? Invite 3-4 students to share their answers in English. After each student’s answer, give simple comments and supplement relevant English expressions, such as “smog”, “water pollution”, “fossil fuel burning” and “plastic waste”. Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their emotional resonance, making them realize the urgency of environmental protection. The guiding questions can stimulate students’ prior knowledge and thinking, help them connect their daily understanding of environmental issues with English expression, and lay a foundation for the subsequent listening and speaking activities. Meanwhile, supplementing key vocabulary in time can solve the language barrier for students to express their views, and cultivate their language awareness in the context of environmental protection. Activity 2: Vocabulary Preview. Present the core vocabulary and phrases of this section on the blackboard or courseware, including smog, severe, fossil fuel, contribute to, restrict, harmful, claim a life, solution, measure, pollution, disposal, etc. Explain the pronunciation and meaning of each word and phrase, and give simple example sentences related to environmental protection, such as “Burning fossil fuels contributes to air pollution.” and “Smog is harmful to people’s health.” Ask students to read after the teacher twice, then pair up to make simple sentences with these words and phrases, and invite several pairs to present their sentences in class. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before formal teaching can help students reduce the difficulty of understanding listening and reading materials, and ensure the smooth progress of subsequent teaching activities. Making sentences in pairs can not only help students memorize vocabulary and phrases more firmly, but also cultivate their cooperative learning ability and initial language application ability, laying a solid foundation for the following listening, speaking, reading and writing tasks. Step 2: Listening Practice (Listening Comprehension) Activity 1: Pre-listening Prediction. Introduce the listening material to students: it is an interview between a reporter and an air pollution expert, focusing on the origin, causes, harms and solutions of London smog. Then ask students to predict: ① What questions might the reporter ask the expert? ② What information might the expert mention? Let students discuss in groups of 4 for 3 minutes, then invite each group to send a representative to share their predictions. Summarize students’ predictions and guide them to focus on the key points such as “the origin of the word ‘smog’”, “causes of smog” and “solutions to smog” when listening. Design Intention: Pre-listening prediction is an important listening strategy. It can help students establish a clear listening goal, activate their thinking, and improve their efficiency in capturing key information. Group discussion can stimulate students’ enthusiasm for participation, make them actively think about the content of the listening material, and lay a foundation for accurate listening comprehension. At the same time, it can cultivate students’ cooperative inquiry ability and logical thinking ability. Activity 2: While-listening (First Listening). Play the listening material for the first time, and ask students to finish the following task: number the questions in the order they hear. The questions are: ① What can be done about it? ② Why was it so bad then? ③ Where does the word “smog” come from? ④ What problems did it cause? After playing the material, check the answers with students, and explain the key listening points, such as the signal words of each question, to help students master the method of capturing key information. Design Intention: The first listening focuses on the overall understanding of the listening material, guiding students to grasp the sequence of the interview and the main content of each part. The task of numbering questions can help students concentrate on listening and improve their ability to capture the logical sequence of the conversation. Checking answers in time can let students know their listening effect in time, and explaining signal words can help students master practical listening strategies, which is conducive to improving their listening ability. Activity 3: While-listening (Second Listening). Play the listening material for the second time, and ask students to finish the true or false questions: ① The expression “smog” originated in Britain and means a combination of “smoke” and “fog”. ② Smog became a severe problem in Britain because people at that time burnt lots of fossil fuels. ③ The worst smog in British history happened in London in 1942. ④ The Great Smog of London claimed 5,000 lives. ⑤ Later the UK government ordered people not to burn wood in their homes. After students finish the task, check the answers one by one, and play the relevant parts of the listening material again for the wrong questions, helping students find out the reasons for their mistakes. At the same time, extract the key sentences in the listening material, such as “The word ‘smog’ comes from a combination of ‘smoke’ and ‘fog’.” and “The government took measures to restrict the burning of fossil fuels.”, and explain the key structures and usages. Design Intention: The second listening focuses on the detailed understanding of the listening material, guiding students to capture specific information and verify the accuracy of the information. True or false questions can test students’ ability to grasp details, and replaying the relevant parts can help students correct their mistakes in time and deepen their understanding of the listening material. Extracting key sentences and explaining their structures can help students integrate listening and language knowledge learning, realize the combination of listening ability training and language knowledge consolidation, and lay a foundation for subsequent speaking and writing activities. Activity 4: Post-listening Summary. Ask students to work in groups of 4 to summarize the main content of the listening material, including the origin of smog, the causes of London smog, the harms it caused and the solutions taken by the government. Each group is required to use the key vocabulary and sentences learned in the listening material to make a concise summary. After 5 minutes of discussion, invite 2-3 groups to present their summaries in class, and give comments and guidance, helping students improve their summary ability and language expression ability. Design Intention: Post-listening summary is an important link to consolidate listening results. It can help students sort out the logical structure of the listening material, deepen their understanding of the main content, and at the same time, exercise their ability to use the learned language knowledge to express ideas. Group discussion can let students complement each other’s advantages, improve their cooperative learning ability, and presenting summaries in class can enhance students’ confidence in speaking English and cultivate their public speaking ability. Step 3: Speaking Practice (Oral Expression) Activity 1: Dialogue Simulation. Ask students to simulate the interview in the listening material, with one student as the reporter and the other as the air pollution expert. They need to use the key vocabulary, phrases and sentence patterns learned in the listening material to carry out the dialogue, and appropriately expand the content, such as adding their own views on environmental protection. Give students 5 minutes to prepare, then invite 2-3 pairs to perform the dialogue in class, and give comments on their performance, focusing on the accuracy of language use, the fluency of the dialogue and the richness of the content. Design Intention: Dialogue simulation can help students apply the language knowledge learned in listening to oral expression, realize the transformation from input to output, and improve their oral fluency and accuracy. Simulating the interview scenario can make the speaking activity more realistic, stimulate students’ interest in participation, and at the same time, cultivate their ability to communicate in real scenarios. Comments and guidance can help students find out their shortcomings in oral expression and improve their speaking ability in a targeted way. Activity 2: Topic Discussion. Put forward the discussion topic: “What environmental problems exist in our city, and what measures can we take to solve them?” Ask students to discuss in groups of 4, and require each student to express their own views, using the key vocabulary and sentence patterns learned in this section, such as “Our city is facing... pollution.”, “The main causes are...”, “We can take measures such as... to solve the problem.” During the discussion, the teacher walks around the classroom, provides guidance to students who have difficulty in expression, and helps them organize their language. After 8 minutes of discussion, invite each group to send a representative to share the group’s views, and organize the whole class to exchange and discuss. Design Intention: Topic discussion is an important way to cultivate students’ oral expression ability and critical thinking ability. Combining the environmental problems around them can make the discussion more close to students’ life, arouse their enthusiasm for participation, and let them realize the practical significance of environmental protection. Group discussion can let students express their views freely, exercise their cooperative learning ability and logical thinking ability, and sharing views in class can help students learn from each other and improve their oral expression ability. At the same time, it can infiltrate the education of environmental protection and cultivate students’ sense of social responsibility. Step 4: Reading Practice (Reading Comprehension) Activity 1: Pre-reading Lead-in. Introduce the reading material to students: it is a report about the water pollution of the Li River and the measures taken to solve it. Ask students two questions: ① What do you know about the Li River? ② What do you think might cause the water pollution of the Li River? Invite students to share their answers, and then briefly introduce the background of the Li River, helping students understand the reading material better. Design Intention: Pre-reading lead-in can activate students’ prior knowledge about the Li River, arouse their interest in reading, and help them establish a connection between the reading material and their own life experience. Briefly introducing the background of the Li River can reduce the difficulty of understanding the reading material, and lay a foundation for the subsequent reading comprehension. Activity 2: Fast Reading. Ask students to read the reading material quickly and finish the following task: summarize the main idea of each paragraph. The requirements are: ① Paragraph 1: Introduce the topic of the Li River and its pollution problem. ② Paragraph 2: Describe the negative effects of tourism growth on the Li River. ③ Paragraph 3: Present some measures taken to improve the Li River’s water quality. ④ Paragraph 4: Present further solutions and prospects. After students finish the task, check the answers with them, and guide them to grasp the logical structure of the report (problem-cause-solution-prospect), helping them establish the awareness of discourse structure. Design Intention: Fast reading focuses on training students’ ability to grasp the main idea and discourse structure of the text quickly. Summarizing the main idea of each paragraph can help students sort out the logical context of the text, understand the overall framework of the report, and lay a foundation for detailed reading. At the same time, it can improve students’ reading speed and efficiency, and cultivate their ability to read for gist. Activity 3: Careful Reading. Ask students to read the reading material carefully and finish the following tasks: ① Answer the detailed questions: a. What negative effects did the growth of tourism have on the Li River? b. What measures have been taken to improve the Li River’s water quality? c. What is the “River Chief System”? ② Underline the key sentences and phrases in the text related to environmental protection, such as “have negative effects on”, “contribute to”, “waste water treatment”, “River Chief System”, etc. After students finish the tasks, check the answers one by one, explain the difficult sentences in the text, and analyze the language features of the report, such as the use of formal language, the clear logical structure, and the use of cause-effect and problem-solution patterns. Design Intention: Careful reading focuses on training students’ ability to capture detailed information and understand the deep meaning of the text. Answering detailed questions can test students’ understanding of the text details, and underlining key sentences and phrases can help students consolidate the core vocabulary and sentence patterns, and deepen their understanding of the text content. Explaining difficult sentences and analyzing the language features of the report can help students master the writing characteristics of environmental reports, which is conducive to their subsequent writing practice. At the same time, it can cultivate students’ ability to analyze and understand the text. Activity 4: Post-reading Discussion. Ask students to discuss the following question in groups: “What can we learn from the measures taken to protect the Li River? How can we apply these experiences to protect the environment around us?” Let students discuss freely in groups of 4, and require them to combine the content of the reading material and their own life experience to express their views. During the discussion, the teacher provides appropriate guidance to help students think deeply. After 6 minutes of discussion, invite several groups to share their views, and organize the whole class to exchange and summarize. Design Intention: Post-reading discussion can help students deepen their understanding of the reading material, connect the content of the text with real life, and realize the practical significance of environmental protection measures. It can also cultivate students’ critical thinking ability and ability to apply what they have learned to practice. Group discussion can stimulate students’ thinking, let them express their views freely, and improve their cooperative learning ability and oral expression ability. Step 5: Writing Practice (Writing Training) Activity 1: Writing Guide. First, review the structure and language features of the environmental report in the reading material, emphasizing the problem-cause-solution-prospect structure and the use of formal language and cause-effect, problem-solution sentence patterns. Then, present the writing task: Write a short report (120-150 words) about an environmental problem in your school or community, including its causes, harms and solutions. Guide students to sort out their ideas: ① First, introduce the environmental problem. ② Then, analyze its causes and harms. ③ Finally, put forward practical solutions and prospects. At the same time, remind students to use the key vocabulary and sentence patterns learned in this section, such as “pollution”, “cause”, “harm”, “measure”, “solve”, “contribute to”, “take action” and so on. Design Intention: Writing guide is an important link to help students complete the writing task. Reviewing the structure and language features of the report can help students master the writing method of environmental reports, and guiding students to sort out their ideas can help them clarify the writing framework, avoid writing randomly. Reminding students to use the learned vocabulary and sentence patterns can help them integrate the language knowledge learned in this section into writing, realize the combination of input and output, and improve their writing ability. Activity 2: Writing Practice. Ask students to complete the writing task independently. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulty in writing, such as helping them organize their language, correct grammatical mistakes, and improve the logicality of the writing. For students with better writing ability, encourage them to expand the content appropriately and use more complex sentence patterns to improve the quality of the writing. Design Intention: Independent writing practice can help students exercise their ability to use language independently and improve their writing skills. The teacher’s guidance can help students solve the difficulties encountered in the writing process in time, correct their mistakes, and improve their writing level in a targeted way. Encouraging students with better ability to expand the content can meet the needs of different levels of students, realize layered teaching, and promote the all-round development of students. Activity 3: Writing Evaluation. Invite 3-4 students to present their writing works in class, and organize the whole class to evaluate them. The evaluation criteria include: ① Whether the structure is clear (problem-cause-solution-prospect). ② Whether the language is accurate and fluent, and whether the key vocabulary and sentence patterns are used correctly. ③ Whether the content is specific and practical. After the class evaluation, the teacher gives a summary evaluation, affirms the advantages of the students’ works, points out the existing problems, and puts forward suggestions for improvement. Then, ask students to revise their own works according to the evaluation opinions. Design Intention: Writing evaluation is an important link to improve students’ writing ability. Letting students present their works and evaluate each other can help them learn from each other’s advantages, find out their own shortcomings, and improve their ability to appreciate and evaluate works. The teacher’s summary evaluation can help students clarify the direction of improvement, and revising their own works can deepen their understanding of the writing requirements and improve their writing level. At the same time, it can cultivate students’ ability to reflect and improve themselves. Step 6: Summary and Homework Activity 1: Class Summary. The teacher summarizes the key content of this class, including the core vocabulary and phrases related to environmental protection, the structure and language features of interviews and reports, and the methods of listening, speaking, reading and writing in environmental scenarios. Emphasize the importance of environmental protection and encourage students to take action to protect the environment in their daily life. Design Intention: Class summary can help students sort out the knowledge learned in this class, consolidate the key points, and form a systematic knowledge framework. Emphasizing environmental protection can infiltrate the moral education, cultivate students’ sense of environmental responsibility, and realize the integration of language teaching and moral education. Activity 2: Homework Arrangement. ① Review the core vocabulary, phrases and sentence patterns learned in this class, and make 10 sentences with them. ② Revise the writing work according to the evaluation opinions, and hand it in the next class. ③ With a partner, make a dialogue about environmental protection, using the content and language learned in this class, and prepare to present it in the next class. ④ Observe the environmental problems around you, and record the causes and possible solutions. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class. Revising the writing work can help students improve their writing ability. Making a dialogue can further exercise students’ oral expression ability. Observing the environmental problems around can let students connect classroom learning with real life, cultivate their ability to observe and think, and enhance their sense of environmental protection. The layered homework can meet the needs of different levels of students, and promote the continuous improvement of students’ language ability and comprehensive quality. 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 $