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

Teaching and Learning Design Book3 Unit3 Environmental Protection 教学设计 Period 2 Teaching and learning contents: Reading and thinking—Language Focus and Thinking Quality Development Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Learn about the usages of new words, chunks and sentence patterns and try to use them in real language situations to improve language competence; 2) Comprehend the text better to reconstruct the text and improve thinking quality. Teaching and learning important points: 1) Language focus and better reading comprehension; 2) Text reconstruction and thinking quality improvement. Teaching and learning difficult points: New language items learning, text reconstruction and thinking quality improvement. Teaching and learning procedure: Step 1 Review Activity 1 Review Check the answers to the reading comprehension exercises in the reference book to review the main content and writing type of the text and improve the students’ reading comprehension of the text. Step 2 Language Focus (In this step, the teacher explains some of the new and important language items in the context by offering some examples so that the students could comprehend the text better, and also focus on how to use the language items in specific language situations created by the teacher or doing some exercises such as sentence making and blank-filling exercises to help the students to grasp their usages.) Activity 2 Learning about the new language items Learn about the following new language items: 1. There is little doubt that Earth is getting warmer and warmer (see the graph). 毫无疑问，地球正在变得越来越暖(见图表)。 句式结构There is no/little doubt that...，“毫无疑问……”，句中that引导同位语从句，解释说明doubt的具体内容。当doubt用于否定句和疑问句时，后面的从句用that引导；用于肯定句时，后面的从句用whether引导。I don’t/never doubt that... (我确信……)和I doubt whether/if... (我怀疑是否……)是宾语从句。 e.g. There was no doubt that David was the last one. 毫无疑问，大卫是最后一个。 There is no doubt that your professional knowledge of English will benefit the students greatly. 毫无疑问，您专业的英语知识将使学生受益匪浅。 There is some doubt whether he is suitable for the job. 他是否胜任这项工作还有一些疑问。 There is some doubt whether I can inspire him to study hard to achieve his goal. 有人怀疑我是否能激励他努力学习以实现他的目标。 I have some doubt whether he will be fit in time for next Sunday’s match. 我怀疑他是否能及时适应下周日的比赛。 2. According to the scientists who found its dead body, all that remained of the polar bear was “skin and bones”. 据发现其尸体的科学家称，这只北极熊只剩下“皮和骨头”。 句式结构分析：句中who引导的定语从句，修饰先行词scientists；that引导的定语从句，修饰先行词all, that不能用which代替。 3. An expert who has studied polar bears for many years said that from the position of its dead body, the bear appeared to have starved and died. 一位研究北极熊多年的专家表示，从其尸体的位置来看，这只熊似乎已经饿死了。 1) 句式结构分析：本句中appear是系动词，to have starved and died是不定式作表语。starve这个动作发生在appear之前，所以用完成式的形式来表达。 e.g. He seems to have known about the result of the examination. 他似乎已经知道考试的结果了。 He claimed to have finished his homework. 2) starve vt. vi. (使)挨饿；饿死 starving adj. 饿极了的；饿得慌的 starvation n. 饿死；挨饿；饥饿 starve to death 饿死 starve to death饿死 starve sb. to death使某人饿死 starve for渴望;急需 starve to do sth 渴望去做某事 be starved of/for 极需；缺乏 e.g. Many people starved to death because of the famine. 那次饥荒 (famine) 中有许多人饿死了。 The poor kid is just starved for attention. 那个可怜的孩子急需关注。 Please prepare some food for me. I’m starving! 给我准备些吃的！我快饿死了！ Millions will face starvation next year as a result of the drought. Eventually, I strongly starve to know which aspects of traditional Chinese culture arouse your curiosity most. 最后，我非常渴望知道中国传统文化的哪些方面最能引起你的好奇心。 Penniless and starving, the child stood near the road and begged for a meal. Otherwise he would starve to death. 这个孩子身无分文又饥肠辘辘，站在路边要饭，否则就会饿死。 4. Climate scientists often mention a key climate process called the “greenhouse effect”, which has two common meanings: the “natural” greenhouse effect and the “man-made” greenhouse effect. 气候科学家经常提到一个关键的气候过程，叫作“温室效应”，它有两个常见的含义：“自然”温室效应和“人为”温室效应。 句式结构分析：此句为复合句。Climate scientists often mention a key climate process called the “greenhouse effect”为主句，其中called the “greenhouse effect”为过去分词短语作后置定语，修饰a key climate process；关系代词which引导非限制性定语从句，修饰先行词the “greenhouse effect”。 5. The heat is released back into space at longer wave lengths. 热量以较长的波长释放回太空。 release vt. n.排放；释放；发布 release...from... 把……从……释放,放出 on release在公映；发行;释放 e.g. Oil was released into the sea. Coal power stations release sulphur dioxide (二氧化硫) into the atmosphere. The latest news has just been released to the media. It was considered unsafe to release the prisoners. vt.释放 There are strict rules on the release of official information. 6. Without this process, Earth could not sustain life. 没有这个过程，地球就无法维持生命。 1) 句式结构：without表示含蓄条件。在含蓄虚拟条件句中,如果表示与现在或将来事实相反的假设，则主句谓语动词用“would/could/might + do”；如果表示与过去事实相反的假设，则主句谓语动词用“would/could/might + have done”。含蓄条件句还可以用but for, otherwise, or, but等词来引导。 e.g. Without the oceans, no living things would survive, humans included. 没有海洋，包括人类在内，任何生物都无法生存。 Without setbacks, our life would not be filled with wonderful stories. 如果没有挫折，我们的人生就不会充满精彩的故事。 I could not have finished the work so soon but for your help. He is ill. Otherwise he would still be working instead of lying here. I had to admit that without his timely help, I would have been extremely embarrassed. 我不得不承认,如果没有他的及时帮助,我会非常尴尬。 But for/Without my mother’s encouragement and company, I wouldn’t have succeeded in getting rid of tobacco and alcohol. 如果没有母亲的鼓励和陪伴，我不会成功地戒烟戒酒。 2) sustain vt.保持，维持，使持续；遭受；承受住 sustainable adj.可持续的；合理利用的 e.g. She found it difficult to sustain the children’s interest. Two of the fire-fighters sustained serious injuries. The aim of the meeting was to promote sustainable development in that area. 7. There is strong and comprehensive evidence that the rise in temperature has led to an increase in extreme weather and natural disasters worldwide, not only causing serious damage, but also costing human lives. 有有力而全面的证据表明，气温上升已导致全球极端天气和自然灾害增多，不仅造成严重的破坏，而且还造成生命损失。 1) 句式结构分析：此句为复合句。“There is strong and comprehensive evidence”为主句；that引导同位语从句，解释说明evidence的内容，其中“not only...but also...”连接两个作结果状语的现在分词短语。 2) comprehensive adj. 全面的；综合性的 e.g. The Rough Guide to Nepal is a comprehensive guide to the region. 《尼泊尔概况》是一本全面介绍该地区的旅游指南。 8. trend n.趋势；趋向；动向 trend towards...　……的趋势，倾向 the latest trend in ………的最新潮流 fashion trends 时尚潮流 e.g. The above sentence reflects a trend that nowadays teenagers care more about their phones instead of friends. 上面这句话反映了一种趋势，即如今的青少年更关心他们的手机而不是朋友。 Another factor driving the trend towards lifelong learning is the changing nature of work. 推动终身学习趋势的另一个因素是工作性质的变化。 He always follows the latest trend in fashion. 他总是紧跟最新的时尚潮流。 9. In fact, news reports are frequently broadcast about extreme rainstorms and heatwaves causing deaths and economic losses. 事实上，关于极端暴雨和热浪造成死亡和经济损失的新闻报道经常播出。 1) frequent adj.频繁的；经常的 vt. 常去，常到 frequency n.频率；频繁 frequently adv.频繁地；经常 e.g. He is a frequent visitor to this country. 他常常访问这个国家。 Her calls became less frequent. 她打电话的次数减少了。 Buses run frequently between the city and the airport. 公共汽车频繁地来往于市区与机场之间。 2) broadcast vi. 广播；播送 vt. 使广为传播，散布 n. 广播节目；电视节目 a news broadcast 一档新闻节目 a live broadcast of the concert 音乐会的现场直播 broadcast (v.) live现场直播 e.g. The interview was broadcast live across China. Don’t broadcast the fact that he lost his job. 10. We as individuals can also reduce our “carbon footprint” by restricting the amount of carbon dioxide our lifestyles produce. 我们作为个人也可以通过限制我们的生活方式产生的二氧化碳量来减少我们的“碳足迹”。 restrict vt.限制；限定；束缚 restriction n.限制规定；限制法规；约束 restricted adj.有限的；受限制的 restrictive adj.限制性的；约束性的 restrict...to...　把……限制在…… be restricted to 限于 restrict sb./oneself to (doing) sth . 约束某人(做)某事 without restriction 毫无限制 e.g. It’s okay to be anxious, so you don’t have to restrict yourself to only feeling good or happy. 焦虑是正常的，所以你不必把自己局限于感觉良好或快乐。 I restrict myself to one cup of coffee a day. That information is restricted to hospital staff. To be smart online learners, we should restrict the time of playing computer games to 30 minutes. Only with strict restrictions and discipline can we learn more efficiently online. 要成为聪明的在线学习者,我们应该把玩电脑游戏的时间限制在30分钟以内。只有严格的限制和纪律，我们才能更有效地在网上学习。 The park is open to the public without restriction. 11. It is our responsibility to seize every opportunity to educate everyone about global warming, along with its causes and impacts, because this is the most serious issue affecting all of us on this planet. 我们有责任抓住每一个机会教育每个人,使他们了解全球变暖及其原因和影响,因为这是影响我们地球上所有人的最严重的问题。 1) 句式结构分析：此句为复合句。“It is our responsibility to seize every opportunity to educate everyone about global warming”为主句，其中It作形式主语,而不定式短语“to seize every opportunity...global warming”为真正主语；because引导原因状语从句，其中“affecting all of us on this planet”为现在分词短语作后置定语,修饰“the most serious issue”；“along with its causes and impacts”为插入结构，解释说明整个句子。 2) seize vt. 抓住；夺取；控制；理解 seize sb. by the+部位 抓住某人…… seize the chance/opportunity 抓住机会 e.g. Jane was quick to seize the meaning of what the teacher said at the meeting. (vt.理解) I strongly suggest that you (should) seize every chance to speak English. 我强烈建议你抓住每个机会说英语。 Step 3 Post Reading—Text reconstruction and thinking quality improvement Activity 3 Text reconstruction thinking quality improvement 1. Reconstruct the text by retelling the text, using some of the language items above. 2. Discuss the following questions and share answers. 1) What policies can the government make to reduce greenhouse gas emissions? 2) How can individuals reduce “carbon footprint”? 3) Why is a question left at the end? Step 4 Evaluation and summary Activity 4 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your learning performance? (Good/Fairly good/Moderate/Just so so/Poor) 3. How do you understand the impact of climate change on human beings? (Good/Fairly good/Moderate/Just so so/Poor) Activity 5 Summary (The teacher) Summarize the usages of the main language items of this period briefly and encourage the students to be aware of the impact of climate change on human beings. Homework: 1. Arrange notes after class to consolidate the new language items. 2. Complete the vocabulary exercises in the workbook. 3. Complete the vocabulary exercises in the reference book. 学科网（北京）股份有限公司 $