Unit 3 Environmental Protection-Video Time 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-Video Time 内容导航 This video introduces a green school in Uruguay, which runs on solar energy and rainwater without relying on public utilities. It shows students’ eco-friendly learning and practices, conveying the importance of environmental protection and inspiring viewers to take practical actions to safeguard the planet. 教学目标和重难点 1. 教学目标 1. Language Ability: Grasp environmental-themed vocabulary and expressions, understand video information accurately, and express views on eco-protection fluently in English. 2. Cultural Awareness: Learn international eco-friendly practices, foster cross-cultural environmental awareness, and recognize the global nature of environmental governance. 3. Thinking Quality: Analyze the green school’s operation logic, cultivate critical and logical thinking, and reflect on personal environmental behaviors. 4. Learning Ability: Master video viewing strategies, develop independent and cooperative learning habits, and explore environmental protection initiatives initiatively. 2. 教学重难点 Key Points: Master core environmental vocabulary and sentence patterns; capture key information of the green school’s facilities and practices; express personal opinions on environmental protection coherently. Difficult Points: Understand implicit meanings of the video about sustainable development; apply learned language to real-life environmental scenarios; cultivate deep awareness of translating environmental ideas into concrete actions in daily life. 教学过程 Stage 1: Pre-Viewing Preparation (Foundation Building & Interest Stimulation) Activity 1: Warm-up Discussion & Topic Activation The teacher starts the class with a series of interactive questions closely related to students’ daily life, aiming to break the ice and connect the unit theme with real experience, laying a emotional and cognitive foundation for video learning. First, the teacher greets students and leads the topic: “Good morning, everyone. Today we will step into the Video Time of Unit 3 Environmental Protection. Before watching the video, let’s think about our daily life: What environmental problems have you noticed around us? For example, waste sorting, energy waste, or water shortage? Please share your observations in pairs first.” After 2 minutes of pair discussion, the teacher invites 3-4 groups to share their ideas. Some students may mention excessive use of plastic bags, random discharge of garbage, or long-time lighting in empty classrooms; others may talk about water waste in school restrooms or air pollution caused by vehicle exhausts. The teacher listens carefully, affirms each student’s sharing, and writes down typical environmental issues on the blackboard to form a visible topic list. Then, the teacher continues to guide: “These problems are closely linked to our life. Have you ever seen or heard of some places that take creative and effective measures to protect the environment? Maybe a green community, an eco-park, or a special school?” Students may share sporadic knowledge, and the teacher does not correct or supplement too much, but leaves suspense: “Today we will watch a video about a very special school overseas—a green school that lives in harmony with nature. It has many amazing eco-friendly practices. Let’s explore it together.” Design Intention: This warm-up activity adopts a daily-oriented questioning method to lower students’ psychological threshold for topic participation. Pair discussion ensures every student has the chance to speak, avoiding the silence caused by individual answering. By guiding students to observe surrounding environmental problems, it awakens their environmental awareness and resonates with the unit theme. Suspense-setting at the end stimulates students’ curiosity and viewing motivation, making them take the initiative to look for key information in the video instead of passive watching. Activity 2: Vocabulary Preview & Barrier Clearing Next, the teacher presents core vocabulary and phrases related to the video on the multimedia screen, focusing on high-frequency and difficult words that affect video comprehension. The vocabulary list includes: solar panel (太阳能板), rainwater collection (雨水收集), sustainable (可持续的), eco-friendly (环保的), waste recycling (废物回收), natural resource (自然资源), public utility (公共设施). The teacher first pronounces each word and phrase clearly, asks students to follow and read aloud repeatedly, correcting pronunciation errors in time, especially the stress of multi-syllable words and the pronunciation of consonant clusters. Then, the teacher combines simple English explanations and scene-based examples to help students understand the meaning and usage of words. For example, for “solar panel”, the teacher says: “It is a device that uses sunlight to produce electricity, and we can see it on some rooftops”; for “eco-friendly”, the teacher gives an example: “Using cloth bags instead of plastic bags is an eco-friendly behavior”. After explanation, the teacher designs a quick matching exercise: show Chinese meanings on the left and English words on the right, and let students finish matching individually in 1 minute, then check answers together. For students who make mistakes, the teacher gives targeted guidance to ensure all students master the core vocabulary. In addition to key vocabulary, the teacher also presents 2 functional sentence patterns for expressing environmental views: “We can...to protect the environment.” and “It is important for us to...because it helps...”. The teacher leads students to read and practice simple substitution drills, such as “We can save water to protect the environment.” “It is important for us to use solar energy because it helps reduce pollution.” Design Intention: Vocabulary is the foundation of language comprehension and expression. Previewing key vocabulary in advance removes language barriers for video viewing, ensuring students can focus on information capture rather than word guessing. Combining scene explanations and practice exercises helps students transform passive vocabulary recognition into active understanding, laying a language foundation for subsequent viewing and output. The preview of functional sentence patterns prepares students for post-viewing oral expression, making their language output more standardized and fluent. Activity 3: Prediction & Task Issuance Before formal viewing, the teacher guides students to predict the video content based on the topic and vocabulary, cultivating their predictive thinking ability. The teacher asks: “Combining the words we just learned and the topic ‘green school’, what do you think the school will be like? How do students and teachers live and study there? What eco-friendly measures will it take?” Students are free to express predictions, and the teacher records representative guesses on the blackboard, such as “no pollution”, “use clean energy”, “students plant trees”, “reuse waste”. Then, the teacher issues clear viewing tasks to make students’ viewing targeted: “When watching the video later, please pay attention to three key points: 1. Where is the green school? 2. What energy and water sources does the school use? 3. What do students learn and do at school? Try to take down key words while watching, and we will check the answers together after the first viewing.” Design Intention: Prediction activity activates students’ existing knowledge and imagination, helping them construct a preliminary cognitive framework for the video content, which is conducive to improving the efficiency of information capture. Issuing clear viewing tasks transforms students’ passive viewing into purposeful information searching, guiding them to focus on core details and avoid missing key points. This task-driven design conforms to the cognitive law of senior high school students and enhances the effectiveness of video teaching. Stage 2: While-Viewing Exploration (Information Capture & Deep Comprehension) Activity 1: First Viewing – General Idea Grasping & Basic Information Confirmation The teacher plays the complete video at a normal speed, requiring students to keep quiet, watch and listen carefully, and jot down key words according to the pre-issued tasks. During the viewing, the teacher walks around the classroom to observe students’ status, reminding distracted students to focus on the video without interfering with others. After the first viewing, the teacher organizes students to check the answers to the three basic tasks in pairs first, then conducts a class-wide communication. For the first question “Where is the green school?”, students can easily answer “In Uruguay”; for the second question “What energy and water sources does the school use?”, students can summarize “solar energy and rainwater” combined with vocabulary preview; for the third question “What do students learn and do at school?”, students may give scattered answers such as “learn environmental protection” and “practice eco-friendly behaviors”. The teacher affirms the correct answers and guides students to supplement incomplete points, without in-depth expansion at this stage, focusing on letting students grasp the general idea of the video. Design Intention: The first viewing aims at overall comprehension, helping students establish a general impression of the video and complete basic information tasks. Pair discussion after viewing allows students to correct errors and supplement deficiencies mutually, enhancing classroom interaction. This step ensures students master the core context of the video and prepares for in-depth information mining in the second viewing. Activity 2: Second Viewing – Detailed Information Mining & Key Point Sorting On the basis of grasping the general idea, the teacher plays the video for the second time, slowing down the speed appropriately and pausing at key segments to give students time to record detailed information. Before the second viewing, the teacher issues more detailed viewing tasks, presented in the form of a fill-in-the-blank worksheet on the screen: 1. The school does not rely on __________ (public utilities) like municipal water and electricity. 2. The school uses __________ (solar panels) to get electricity and heat in winter. 3. The school collects __________ (rainwater) as its water source. 4. Students learn the ideas of __________ (protecting the earth) and practical measures at school. 5. Students influence their __________ (family members) to join in environmental protection. The teacher asks students to fill in the blanks individually while watching, and reminds them to focus on the corresponding segments when the video plays the school’s facilities and students’ behaviors. After the second viewing, the teacher gives students 2 minutes to organize their answers independently, then checks the answers one by one in class, explaining the blanks that most students fill in wrong. For example, if some students misspell “solar panels”, the teacher writes the correct word on the blackboard and leads reading again; if some students miss “family members”, the teacher replays the corresponding short segment to help students find the answer. After filling in the blanks, the teacher designs a short answer task to further deepen detailed comprehension: “Why is this school called a ‘green school’? Please list at least two reasons based on the video.” Students discuss in groups of four, combining the fill-in-the-blank answers to summarize reasons. Each group sends a representative to share, and the teacher summarizes and supplements: The school is called green mainly because it uses clean and renewable energy (solar energy), collects rainwater instead of municipal water, produces no waste or follows recycling rules, and focuses on environmental education for students. Design Intention: The second viewing focuses on detailed comprehension, and the fill-in-the-blank task guides students to capture accurate key information, strengthening their ability to obtain specific details from video materials. Group discussion for short answer questions cultivates students’ information integration and cooperative communication skills, transforming scattered details into systematic answers. Pausing at key segments and replaying wrong parts reduce the difficulty of detailed comprehension, helping students overcome viewing obstacles and improve information processing ability. Activity 3: Third Viewing – Implied Meaning Comprehension & Logical Thinking After mastering the basic and detailed information, the teacher plays the video for the third time at normal speed, requiring students to focus on the core purpose and implied significance of the video, not just superficial content. The teacher puts forward two reflective questions for students to think about during viewing: 1. What is the creator’s purpose of making this video about the green school? 2. What can we learn from this green school for our daily life? During viewing, students can communicate with deskmates in a low voice about their thoughts, and the teacher patrols to listen to students’ discussions and give timely guidance. After the third viewing, the teacher organizes a class-wide seminar, encouraging students to speak freely and express their own understanding. For the first question, students may answer “to tell us environmental protection is important”, “to show successful eco-friendly practices”, “to inspire people to protect the environment”. The teacher guides students to summarize the core purpose: The video aims to present a sustainable and eco-friendly school model, convey the concept of sustainable development, and call on everyone to take practical actions to protect the environment. For the second question, students combine their own life to talk about specific actions, such as saving water and electricity at home and school, sorting waste, using reusable products, and promoting environmental knowledge to family. The teacher affirms each student’s unique insights and guides them to connect the overseas green school model with domestic environmental protection practices, broadening their thinking. Design Intention: The third viewing rises from superficial information comprehension to deep thinking and implied meaning exploration, conforming to the cognitive rule from shallow to deep. Reflective questions stimulate students’ critical thinking and logical analysis ability, preventing video learning from staying at the level of “watching and understanding”. Low-voice communication during viewing and class seminar create a relaxed thinking atmosphere, encouraging students to express personal views and cultivate independent thinking ability. Connecting the video content with daily life realizes the integration of language learning and real life, enhancing the practicality of English learning. Stage 3: Post-Viewing Extension (Language Output & Competency Cultivation) Activity 1: Language Application – Retelling & Information Sharing The first post-viewing activity focuses on language input transformation to output, starting with retelling the video content. The teacher provides a retelling framework on the worksheet to reduce students’ output difficulty: This video is about a green school in __________. It doesn’t use __________ but gets energy from __________ and water from __________. Students learn __________ at school and influence __________ to protect the environment. The video tells us __________. The teacher first asks students to fill in the framework independently and organize retelling language silently for 3 minutes, then practice retelling in pairs, helping each other correct language errors and supplement content. After pair practice, the teacher invites 2-3 students to stand up and retell the video content to the whole class, praising their fluent expression and correct information, and pointing out small language problems gently without discouraging students. On the basis of retelling, the teacher upgrades the task: “Please add one or two sentences of your own feelings about the green school when retelling, such as ‘I think this school is great because...’ or ‘If I could study here, I would...’.” Students try to expand retelling with personal feelings, making the output more personalized and in-depth. Design Intention: Retelling activity helps students consolidate the video content and key language points, realizing the transformation from receptive language to productive language. Providing a retelling framework lowers the threshold for oral output, especially for students with weak English foundation, enabling them to participate confidently. Adding personal feelings encourages students to integrate emotional experience into language expression, enhancing the authenticity and flexibility of language use and cultivating their language organization and oral expression ability. Activity 2: Cooperative Inquiry – Group Project & Eco-Plan Design This activity takes cooperative learning as the core, guiding students to apply what they have learned to real scenarios through group projects. The teacher divides students into groups of 4-5, with clear division of roles: recorder (responsible for writing down group ideas), presenter (responsible for sharing group results in class), contributor (responsible for putting forward eco-friendly suggestions), and language supervisor (responsible for correcting language errors in the process). The teacher issues the project task: “Design an eco-friendly plan for our school, combining the practices of the green school in Uruguay and the actual situation of our campus. Your plan should include: 1. Two existing environmental problems in our school; 2. Three practical eco-friendly measures for the school; 3. The expected effect of these measures. You need to discuss in English and write a simple plan draft (about 6-8 sentences).” The teacher gives students 8-10 minutes for group discussion and draft writing, patrolling around the classroom to provide guidance: helping students clarify ideas, reminding them to use the vocabulary and sentence patterns learned in class, and encouraging shy students to participate in the discussion. During the discussion, the teacher pays attention to each group’s progress, giving targeted help to groups with slow progress or unclear ideas. After the preparation time, each group’s presenter comes to the front to share the eco-friendly plan in English. After each sharing, other groups can ask one question, and the presenting group answers, forming interactive communication. The teacher makes a summary comment after all groups share, affirming the creativity and feasibility of each plan, such as “saving electricity by turning off lights and projectors in time”, “setting up more waste sorting bins”, “planting green plants in the campus”, and praising students’ careful observation and teamwork spirit. Design Intention: Group project design is a deep extension of video learning, guiding students to transfer the environmental concepts and practices in the video to the real campus environment, cultivating their ability to apply knowledge and innovative thinking. Clear role division ensures each student participates in the cooperative learning process, avoiding “free-riding” phenomenon and enhancing team awareness. Writing a plan draft and oral sharing train students’ written and oral comprehensive language application ability, and interactive questioning and answering improve their responsive thinking and cross-group communication ability. This activity connects language learning with campus life, making environmental education penetrate into English teaching and realizing the integration of language competency and core literacy. Activity 3: Emotional sublimation – Theme Reflection & Action Commitment The last part of the post-viewing stage focuses on emotional sublimation and value guidance, deepening students’ environmental awareness and promoting the transformation from awareness to action. The teacher first plays a short collection of environmental protection clips (including global environmental problems and successful governance cases) to create an immersive atmosphere, then leads a reflective sharing: “We have learned about the green school in Uruguay and designed eco-friendly plans for our school. Now think deeply: As senior high school students, what small but meaningful actions can we take every day to protect the environment? It can be a habit in daily life, a suggestion to the family, or a promise to ourselves.” Students are encouraged to speak freely, and the teacher lists the practical actions mentioned by students on the blackboard, forming a “Student Environmental Protection Commitment List”. Then, the teacher leads all students to read the commitment list aloud in English, such as “I will save every drop of water”, “I will sort waste carefully”, “I will tell my family to use eco-friendly products”, strengthening the emotional experience. Finally, the teacher concludes the class: “Environmental protection is not a distant slogan, but a practical action around us. The green school in Uruguay shows us that small changes can make a big difference. Hope everyone can take the environmental awareness we learned today into daily life, become a guardian of the earth, and make our planet more beautiful.” Design Intention: Emotional sublimation activity focuses on the cultivation of correct values, realizing the organic integration of language teaching and moral education. Reflective sharing guides students to translate environmental concepts into specific personal actions, avoiding empty preaching. Reading the commitment list aloud enhances students’ sense of responsibility and mission, deepening their environmental awareness. This part conforms to the requirements of core literacy cultivation, helping students form correct environmental values and establish the awareness of global citizenship and sustainable development. Stage 4: Homework Assignment & Learning Consolidation The teacher assigns hierarchical homework to meet the learning needs of students with different foundations, ensuring the extension of classroom learning effects: 1. Basic Homework: Rewrite the video retelling in English (about 80-100 words), and master the key vocabulary and sentence patterns learned in class. 2. Improved Homework: Write a short English passage (about 100-120 words) entitled “My Eco-Friendly Daily Life”, combining personal experience to talk about your environmental protection actions. 3. Extended Homework: Discuss with family members an eco-friendly plan for the family, write down the plan in simple English, and share it in the next class. Design Intention: Hierarchical homework respects students’ individual differences, enabling each student to gain a sense of achievement in consolidation practice. Basic homework consolidates classroom language knowledge and video comprehension; improved homework enhances personal language output ability; extended homework connects family education with school learning, expanding the scope of environmental education and realizing the continuity of learning. This homework design promotes students’ independent learning and deepens the teaching effect of the class. 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 $