Unit 8 Green Living-Topic Talk 教案-2025-2026学年高中英语北师大版必修第三册

Unit 8 Green Living-Topic Talk 教学目标和重难点 教学目标 It focuses on language competence of green-life-related expression, cultural awareness of global environmental responsibility, thinking quality of analyzing environmental issues, and learning ability of independent and cooperative exploration for green living practice. 教学重难点 Key: Master core vocabulary and expressions about green living; understand listening materials and express personal views. Difficulty: Use target language flexibly to discuss environmental issues and put forward practical green proposals. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of contrastive pictures on the screen: one side is a clean and beautiful natural scenery with green mountains, clear waters and vibrant plants, and the other side is a polluted environment with plastic garbage floating in the sea, thick smog covering the city and withered trees. Then the teacher asks two simple and direct questions in English: “What do you feel when you see these two groups of pictures? What do you think is the main reason for the difference between them?” After asking the questions, the teacher gives students 2 minutes to discuss freely in pairs. During the discussion, the teacher walks around the classroom, listens to the students’ communication, guides them to use simple English words or phrases related to environment, such as “pollution”, “clean”, “garbage”, “green” and so on, and timely helps students who have difficulty in expression. After the discussion, invite 2-3 pairs of students to share their views in front of the whole class. The teacher gives positive comments and supplements, and then naturally leads to the topic of this lesson: “Today we will talk about Green Living, which is closely related to our daily life and the future of the earth.” Design Intention: The contrastive pictures can quickly attract students’ attention and arouse their emotional resonance, making them intuitively feel the importance of environmental protection. The pair discussion activity can activate students’ prior knowledge about environmental issues, mobilize their enthusiasm for participation, and lay a foundation for the smooth development of the following teaching activities. At the same time, it can help students adapt to the English teaching environment quickly and cultivate their initial oral expression ability. Pre-listening: Preview Vocabulary and Clarify Listening Objectives First, the teacher presents the core vocabulary and expressions of this lesson on the screen, including nouns (pollution, waste, recycle, conservation, carbon footprint), verbs (protect, reduce, reuse, recycle, promote), adjectives (environment-friendly, sustainable, polluted, green) and phrases (live a low-carbon life, reduce waste, recycle used materials, take action to protect the environment). For each word and phrase, the teacher pronounces it clearly and asks students to follow along, correcting their pronunciation and intonation in time. Then, the teacher explains the meaning of these words and phrases in simple English, combining with students’ daily life examples. For example, when explaining “live a low-carbon life”, the teacher says: “Living a low-carbon life means we use less energy, drive cars less and use more public transport, which is good for our environment.” After the vocabulary teaching, the teacher introduces the listening task briefly: “We will listen to two materials. The first one is an introduction to a Green Living Exhibition, which talks about the types of pollution, their causes and solutions. The second one is a dialogue between two students, who share their own ways of practicing green living. Before listening, please read the questions in the textbook carefully and predict the possible content of the listening materials.” Then the teacher asks students to read the listening questions silently, and guides them to find the key information in the questions, such as “What kinds of pollution are mentioned in the exhibition?” “What does the girl do to live a green life?” Design Intention: Vocabulary is the foundation of language learning. Previewing the core vocabulary before listening can help students eliminate language barriers in the listening process, improve their listening comprehension efficiency. Combining daily life examples to explain vocabulary can make students better understand and remember the words and phrases, and lay a foundation for their subsequent listening and speaking activities. Asking students to read and analyze listening questions in advance can help them clarify the listening objectives, focus on the key information during listening, and cultivate their ability of predicting and grasping key points. While-listening: Grasp Key Information and Improve Listening Ability This link is divided into two parts: listening to the first material (introduction to Green Living Exhibition) and listening to the second material (dialogue between students). For the first listening material, the teacher plays the recording twice. The first time, students are asked to listen carefully and get the main idea of the material: what the Green Living Exhibition is about. After the first playing, the teacher invites a student to summarize the main idea, and the teacher supplements and corrects it. The second time, students are asked to listen carefully again and complete the exercises in the textbook (such as underlining the key words and phrases about pollution types, causes and solutions). After the second playing, the teacher checks the answers with the whole class, explains the difficult points in the listening material, such as the pronunciation of difficult words, the understanding of long sentences, and guides students to sort out the logical structure of the material: putting forward environmental problems (various types of pollution) → analyzing the causes of problems → putting forward solutions. For the second listening material, the teacher also plays the recording twice. The first time, students listen to get the main content of the dialogue: the two students are talking about their own ways of practicing green living. The second time, students listen carefully and answer the specific questions in the textbook, such as “What does the boy do to save water?” “Why does the girl ride a bike to school?” After answering the questions, the teacher invites students to role-play the dialogue with their partners, imitating the tone and intonation of the speakers in the recording. During the role-play, the teacher walks around to guide and correct students’ pronunciation and expression, ensuring that they can use the target language correctly. Design Intention: Playing the recording twice is in line with the cognitive law of students’ listening learning. The first listening focuses on grasping the main idea, and the second listening focuses on extracting specific information, which can gradually improve students’ listening ability. Checking answers and explaining difficult points can help students solve the problems encountered in the listening process and deepen their understanding of the listening material. Role-playing can not only help students consolidate the listening content, but also exercise their oral expression ability and sense of language, laying a foundation for the subsequent speaking activities. Post-listening: Expand and Extend, Practice Oral Expression This link is divided into three small activities to help students consolidate the knowledge learned and improve their oral expression ability. Activity 1: Group Discussion. The teacher divides students into groups of 4-5, and puts forward the discussion topic: “What can we do in our daily life to practice green living? Please list at least 3 ways and explain them briefly.” Before the discussion, the teacher reminds students to use the vocabulary and expressions learned in this lesson, such as “recycle used batteries”, “use cloth bags instead of plastic bags”, “turn off the lights when leaving the room” and so on. During the discussion, each group elects a recorder to record the group’s views. The teacher walks around the classroom, guides students to communicate actively, helps students who have difficulty in expression, and reminds them to use correct English sentences. Activity 2: Group Presentation. After the discussion, each group sends a representative to present the group’s views in front of the whole class. The presentation time of each group is 1-2 minutes. When other groups are presenting, students are required to listen carefully and take notes. After each group’s presentation, the teacher gives comments, affirming the advantages of the group, such as rich content, correct language expression, and puts forward suggestions for improvement, such as adding more specific examples. At the same time, the teacher summarizes the common ways of practicing green living mentioned by each group, and supplements other practical ways, enriching students’ knowledge. Activity 3: Debate. The teacher puts forward the debate topic: “Is it necessary for teenagers to take the lead in practicing green living?” The class is divided into two groups: the affirmative group (it is necessary) and the negative group (it is not necessary). Each group has 5 minutes to prepare their arguments and supporting examples. During the preparation, the teacher guides students to use the knowledge learned in this lesson and combine with real-life examples to support their own views. After the preparation, the debate begins. Each group takes turns to express their views and refute the other group’s views. The teacher acts as the host and judge, guides the debate to carry out in an orderly manner, and reminds students to use polite and appropriate language. After the debate, the teacher summarizes the debate, affirms the efforts of both groups, and emphasizes that teenagers, as the future of the world, have the responsibility and obligation to take the lead in practicing green living and contribute to environmental protection. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability, and let students share their views and learn from each other. Group presentation can exercise students’ oral expression ability and logical thinking ability, and enhance their confidence in speaking English. The debate activity can not only deepen students’ understanding of the importance of green living, but also cultivate their critical thinking ability and ability to express and defend their own views. At the same time, it can further consolidate the vocabulary and expressions learned in this lesson, and improve students’ comprehensive language application ability. Consolidation and Extension: Strengthen Knowledge and Guide Practice First, the teacher leads students to review the core vocabulary and expressions of this lesson again, and arranges a quick memory activity: the teacher says the Chinese meaning of the word or phrase, and students answer the English expression quickly, so as to help students consolidate the vocabulary. Then, the teacher introduces some global environmental protection activities and organizations, such as “Earth Hour”, “World Environment Day” and “Roots & Shoots”, and briefly introduces their purposes and activities in English. For example, when introducing “Earth Hour”, the teacher says: “Earth Hour is an annual activity. On this day, people turn off the lights for one hour to call on everyone to save energy and protect the environment.” Through this link, students’ global vision is broadened, and their awareness of environmental protection is further enhanced. Finally, the teacher arranges a practical homework: “Please write a short passage (80-100 words) about your own green living plan, including what you will do to practice green living and why you will do it. At the same time, try to practice one of the green living ways you mentioned in the passage in your daily life this week and record your feelings.” Design Intention: The quick memory activity can help students consolidate the core vocabulary and expressions learned in this lesson, and enhance their memory. Introducing global environmental protection activities and organizations can broaden students’ horizons, let them understand the importance of global environmental protection cooperation, and further enhance their sense of environmental responsibility. The practical homework combines written expression with daily practice, which can not only consolidate students’ language knowledge, but also guide them to put the concept of green living into practice, realizing the integration of language learning and life practice. Summary and Reflection: Sort Out Knowledge and Cultivate Habits The teacher invites students to summarize what they have learned in this lesson, including core vocabulary and expressions, listening content, and their own understanding of green living. Then the teacher makes a comprehensive summary: “In this lesson, we have learned the core vocabulary and expressions about green living, listened to the introduction of Green Living Exhibition and the dialogue about green living practices, discussed and debated the ways and importance of practicing green living. Green living is not a slogan, but a kind of life attitude and habit. It is everyone’s responsibility to protect the environment and practice green living. I hope you can put what you have learned today into practice and become a green lifestyle practitioner and promoter.” Then, the teacher guides students to reflect on their performance in this lesson: “What did you do well in this lesson? What difficulties did you encounter? How can you improve in the next class?” Students can think silently for a while, and then share their reflections with their partners. The teacher listens to students’ reflections and gives corresponding guidance and encouragement, helping students form a good learning habit of self-reflection. Design Intention: Letting students summarize what they have learned can help them sort out the knowledge system of this lesson and deepen their understanding and memory of the knowledge. The teacher’s summary can further emphasize the key points of the lesson and the concept of green living, guiding students to establish a correct environmental protection awareness. The self-reflection link can help students understand their own advantages and disadvantages in learning, and cultivate their ability of self-reflection and self-improvement, which is conducive to their long-term English learning and personal development. 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 $