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

Unit 8 Green Living-Reading Club 教学目标和重难点 教学目标 Language Competence: Students can master key words and phrases related to green living, understand the structure and logical connection of the reading text, and express their views on environmental protection in simple English. Cultural Awareness: They can realize the global significance of green living, respect the concept of sustainable development in different cultures, and establish a sense of global environmental responsibility. Thinking Quality: Students can analyze the causes and effects of environmental problems in the text, conduct critical thinking on environmental phenomena, and put forward reasonable solutions. Learning Ability: They can use reading strategies such as skimming and scanning to obtain information efficiently, cooperate with peers in group activities, and form the habit of autonomous learning and active exploration in environmental English learning. 教学重难点 Key Points: Mastering core vocabulary (e.g., fossil fuel, carbon dioxide, pollutant, recycle) and sentence patterns about environmental problems and solutions; understanding the main content, structure and logical development of the Reading Club text; being able to extract key information and summarize the main ideas. Difficult Points: Comprehending the abstract environmental concepts and their logical connections in the text; using the learned vocabulary and sentence patterns to express personal views on green living fluently and accurately; transforming environmental awareness into practical actions through language learning. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest Activity 1: Visual Impact and Vocabulary Brainstorming. The teacher plays a 3-minute English short video showing the contrast between serious environmental problems (such as air pollution, plastic waste in oceans, and overflowing landfills) and a beautiful green planet. After watching the video, the teacher asks students to share their feelings in simple English, such as “I feel sad about the polluted environment” or “We should protect our planet”. Then, the teacher guides students to carry out a brainstorming activity, asking them to write down English words and phrases related to environmental protection and environmental problems on the blackboard, such as pollution, recycle, waste, energy conservation, global warming, fossil fuel, carbon dioxide, etc. The teacher sorts out and supplements the vocabulary, focusing on the key words that will appear in the Reading Club text, and briefly explains their meanings and usages. Design Intention: The short video with intuitive audio-visual effects can quickly attract students' attention, arouse their emotional resonance with environmental problems, and lay an emotional foundation for the follow-up reading and learning. The brainstorming activity helps activate students' prior knowledge of environmental English vocabulary, connect the new lesson with their existing knowledge reserve, reduce the difficulty of new knowledge learning, and create a positive English learning atmosphere. Activity 2: Theme Introduction and Question Guidance. The teacher writes the theme “Green Living: Our Responsibility, Our Lifestyle” on the blackboard and asks two guiding questions: “What is green living in your opinion?” and “What can we do in our daily life to live a green life?”. Students are allowed to discuss in pairs for 3 minutes, and then several groups are invited to share their opinions. The teacher gives positive comments and supplements, guiding students to realize that green living is closely related to everyone's daily life, and that every small action can contribute to environmental protection. Finally, the teacher leads in the Reading Club text: “Today, we will read a passage about three serious environmental problems we are facing and their solutions, which will help us have a deeper understanding of green living and our responsibilities.” Design Intention: The guiding questions stimulate students' thinking and let them combine their own life experience to think about the theme of green living, which not only exercises their oral expression ability in English but also naturally leads to the main content of the reading text. The pair discussion activity enables students to communicate actively, enhance their participation in class, and lay a foundation for the follow-up in-depth reading and group activities. Pre-reading: Preview New Knowledge and Remove Obstacles Activity 1: Vocabulary and Phrase Learning. The teacher presents the key vocabulary and phrases in the Reading Club text on the PPT, including fossil fuel, carbon dioxide, pollutant, capacity, exponentially, landfill, smog, extinction, recycle, reduce, reuse, tackle the problems, live a low-carbon life, etc. For each word and phrase, the teacher explains its pronunciation, meaning and usage, and gives simple example sentences related to environmental protection, such as “Burning fossil fuels will produce a lot of carbon dioxide, which contributes to global warming.” and “We should recycle used batteries to protect the environment.”. Then, the teacher organizes a quick memory game: the teacher reads the Chinese meaning, and students compete to say the corresponding English words or phrases; or the teacher shows the English words, and students explain their meanings in English or Chinese. After the game, the teacher asks students to make simple sentences with 3-5 key words or phrases, and checks their mastery. Activity 2: Predict the Text Content. The teacher shows the title of the Reading Club text and several pictures related to the text (such as pictures of air pollution, melting polar ice, and overflowing landfills) on the PPT. Then, the teacher asks students to predict the main content of the text according to the title and pictures, such as “The text may talk about the environmental problems we are facing.” or “It may introduce how to solve environmental problems.”. Students can discuss in groups of 4 for 2 minutes, and then each group sends a representative to share their predictions. The teacher records the students' predictions on the blackboard and tells them to verify their predictions during the reading process. Design Intention: Predicting the text content can stimulate students' reading desire and initiative, help them form a preliminary cognitive framework of the text, and improve their ability to obtain information with goals during reading. Group discussion enables students to exchange ideas, complement each other's viewpoints, and cultivate their cooperative learning ability. While-reading: In-depth Reading and Information Extraction Activity 1: Skimming for Main Ideas. The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. How many serious environmental problems are mentioned in the text, and what are they? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main ideas of the text: The text mainly introduces three serious environmental problems (air pollution, global warming, and overflowing landfills), including their causes, effects, and corresponding solutions, and calls on everyone to take responsibility for environmental protection. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main content of the text and establish the overall framework of the text. The two simple questions guide students to read with goals, avoid blind reading, and improve their reading efficiency. Summarizing the main ideas by the teacher helps students correct their misunderstandings and deepen their understanding of the text's core content. Activity 2: Scanning for Key Information. The teacher divides the text into three parts according to the three environmental problems, and asks students to read each part carefully (scanning) and fill in the following table. The table is presented on the PPT, including three columns: Environmental Problems, Causes, and Effects. Students are allowed to work in pairs, and the teacher walks around the classroom to provide guidance for students who have difficulties. After students finish filling in the table, the teacher invites several pairs to present their answers, corrects the mistakes, and supplements the key information. For example, for air pollution, the causes are the burning of fossil fuels by vehicles and power plants, construction, and the burning of waste; the effects are serious harm to human health, especially for young children, the elderly, and people with heart and lung problems. For global warming, the causes are the build-up of carbon dioxide and other pollutants in the atmosphere; the effects are rising sea levels, extreme weather conditions such as hurricanes, floods, and heatwaves. For overflowing landfills, the causes are the large amount of waste produced by people's lifestyles; the effects are the increase of dangerous chemicals entering the water supply. Design Intention: Scanning helps students accurately extract key information from the text, improve their ability to find specific information quickly. Dividing the text into parts makes the reading task more targeted and reduces the difficulty of information extraction. Pair work enables students to help each other, discuss and solve problems together, and improve their cooperative learning ability and communication ability. Filling in the table helps students sort out the key information systematically, clarify the logical relationship between causes and effects of environmental problems, and lay a foundation for the follow-up analysis and discussion. Activity 3: Close Reading for Logical Connection and Language Points. The teacher guides students to read the text again carefully, focusing on the logical connection between paragraphs and the key sentence patterns. First, the teacher asks students to find the transition words or phrases in the text, such as however, while, for example, in addition, etc., and explains their functions in connecting sentences and paragraphs, helping students understand the logical development of the text. Then, the teacher selects several key sentence patterns from the text, such as “The main cause of... is...”, “...contribute to...”, “...has caused a wide range of problems.”, “We can contribute to... by doing...”, and explains their structures and usages, and asks students to find similar sentences in the text and make sentences by themselves. In addition, the teacher guides students to pay attention to the persuasive language in the text, such as the data and examples cited, and asks students to think about the role of these language expressions in enhancing the persuasiveness of the text. Design Intention: Close reading helps students deeply understand the text's structure, logical connection, and language characteristics, and improve their ability to analyze and appreciate the text. The analysis of transition words and phrases helps students master the logical connection skills in English writing and lay a foundation for their own writing. The learning of key sentence patterns enables students to master the correct expression of environmental topics in English, improve their language application ability. The analysis of persuasive language helps students understand the author's writing purpose and cultivate their critical thinking ability. Post-reading: Consolidation and Application, Expansion and Extension Activity 1: Text Retelling. The teacher asks students to retell the text according to the table filled in during the while-reading activity and the key information and sentence patterns learned. Students can choose to retell the whole text or a part of it (one environmental problem). First, students practice retelling in groups of 4 for 5 minutes, and each student takes turns to retell. Then, the teacher invites 2-3 students to retell in front of the class, and gives comments and guidance on their retelling, focusing on the accuracy of information, the fluency of expression, and the correct use of vocabulary and sentence patterns. For students who have difficulties, the teacher provides appropriate prompts, such as key words and sentence patterns. Design Intention: Text retelling is an effective way to consolidate the text content and language knowledge. It can help students review and master the key information and language points in the text, improve their oral expression ability and logical thinking ability. Group practice gives every student the opportunity to speak, reduces their speaking pressure, and improves their participation. Teacher's comments and guidance help students find their own shortcomings and improve their language expression ability. Activity 2: Group Discussion and Debate. The teacher divides students into 4 groups, and assigns two discussion topics: Topic 1: “What can we do as senior high school students to reduce air pollution and global warming in our daily life?” Topic 2: “Is it necessary for everyone to take responsibility for environmental protection? Why or why not?”. Each group chooses one topic to discuss, and the discussion time is 8 minutes. During the discussion, students need to use the vocabulary, sentence patterns and key information learned in the text to express their views, and put forward specific and feasible suggestions. The teacher walks around the classroom to guide the discussion, helps students solve the language and thinking problems encountered, and encourages students to express their views boldly. After the discussion, each group sends a representative to make a 3-minute speech to share the group's views and suggestions. Other groups can ask questions or put forward different opinions after the speech, and the teacher organizes the discussion and makes a summary. Design Intention: Group discussion and debate can stimulate students' critical thinking and innovative thinking, help them apply the learned language knowledge to practical communication, and improve their oral expression ability and argumentation ability. The topics are closely related to students' daily life and the text content, which can arouse students' enthusiasm and let them realize that they can contribute to environmental protection through their own actions. The teacher's guidance ensures the smooth progress of the discussion, and the mutual question and answer between groups enhances the interactivity of the activity and enriches students' viewpoints. Activity 3: Writing Practice. The teacher asks students to write a short passage (80-100 words) with the title “My Green Living Plan”. The requirements are: 1. Use at least 5 key words and phrases learned in this lesson; 2. Put forward 3-4 specific measures of your own green living; 3. Express your determination and hope for environmental protection. Before writing, the teacher gives a sample passage on the PPT to guide students to clarify the structure of the passage (introduction, main body, conclusion) and the use of key language points. Students write independently, and the teacher walks around to provide guidance for students who have difficulties in writing, such as helping them organize their ideas and correct grammatical mistakes. After students finish writing, the teacher collects some students' works, displays them on the PPT, and comments on them, affirming the advantages and pointing out the areas that need improvement. Then, students exchange their works in pairs, read and revise each other's works. Design Intention: Writing practice is an important link to consolidate language knowledge and improve language application ability. It can help students integrate the vocabulary, sentence patterns and thinking learned in this lesson into their own writing, and improve their writing ability. The clear writing requirements and sample passage help students clarify the writing direction and reduce the difficulty of writing. Teacher's guidance and comments help students find their own shortcomings in writing and improve their writing level. Pair exchange and revision enable students to learn from each other, improve their ability to appreciate and revise articles, and enhance their cooperative learning awareness. Activity 4: Expansion and Extension. The teacher introduces some international environmental protection organizations and activities to students in English, such as Roots & Shoots founded by Jane Goodall, World Environment Day, and the 3R principle (reduce, reuse, recycle). The teacher briefly introduces the background, purpose and activities of these organizations and activities, and plays a short English video about Roots & Shoots. Then, the teacher asks students to think about: “What other environmental protection organizations do you know? What can we learn from them?”. Students can share their views freely, and the teacher gives positive comments and supplements. Finally, the teacher calls on students to practice green living in their daily life, transform the environmental awareness learned in class into practical actions, and become responsible global citizens. Design Intention: Expansion and extension help students expand their horizons, understand the global significance of environmental protection, and enhance their sense of global responsibility. Introducing international environmental protection organizations and activities enriches students' knowledge of environmental protection, connects the classroom with the real world, and makes the theme of green living more vivid and specific. The call at the end of the activity helps students establish the awareness of practicing green living, realize the educational value of the lesson, and achieve the goal of cultivating students' core literacy. Summary and Homework Summary: The teacher summarizes the key content of this lesson with the help of the blackboard and PPT, including the three environmental problems introduced in the Reading Club text, their causes and effects, the key vocabulary and sentence patterns learned, and the ways to practice green living. The teacher emphasizes that green living is the responsibility of everyone, and calls on students to take action to protect the environment, and integrate the concept of green living into their daily life. At the same time, the teacher reviews the reading strategies (skimming, scanning, close reading) used in this lesson, and encourages students to use these strategies in their future English reading learning. Design Intention: Summarizing the lesson helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory of the key content. Emphasizing the concept of green living and reading strategies helps students achieve the goals of knowledge learning, ability training and value shaping, and lay a foundation for their future learning and life. Homework: 1. Review the key vocabulary and sentence patterns learned in this lesson, and make a vocabulary card for each key word and phrase, including pronunciation, meaning, example sentence and usage. 2. Polish the short passage “My Green Living Plan” written in class, and hand it in the next class. 3. Search for an English article about environmental protection after class, read it carefully, extract the key information, and write a 50-word summary. 4. Practice green living according to your own green living plan, and record your daily green actions (in English or Chinese) for a week. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge and skills learned in class and apply them to practice. Making vocabulary cards helps students remember vocabulary more firmly and improve their vocabulary accumulation. Polishing the short passage helps students improve their writing ability. Searching for and reading English articles about environmental protection helps students expand their reading scope and improve their reading ability. Recording green actions helps students transform environmental awareness into practical actions, and truly realize the educational goal of this lesson. 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 $