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

Unit 8 Green Living-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Ability: Students can master green living-related vocabulary and expressions, obtain and process information from the viewing material, and express views on green living in simple English. Thinking Quality: Cultivate students’ logical thinking through analyzing the video content, and develop critical and innovative thinking by discussing green living practices. Cultural Awareness: Help students understand environmental protection responsibilities shared by all mankind, realize the integration of Chinese traditional ecological concepts with modern sustainable development concepts, and enhance cross-cultural environmental cognition. Learning Ability: Guide students to form autonomous and cooperative learning habits, learn to use viewing strategies to improve learning efficiency, and transform green living concepts into practical actions. 2. 教学重难点 Key Points: Master core vocabulary and expressions related to green living and renewable energy; accurately obtain the main idea and key details of the viewing material; use appropriate English to discuss the importance of green living and specific practices. Difficult Points: Understand the logical connection between the content of the viewing material and the theme of green living; use complex sentences to express personal views on green living practices and the advantages and disadvantages of renewable energy; internalize environmental awareness into conscious behavior. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a group of contrastive pictures: one group shows environmental pollution phenomena (such as plastic garbage floating in the ocean, thick smog covering the city, and deforestation), and the other group shows green living scenes. Then the teacher asks two guiding questions in English: “What do you think of the two groups of pictures? What actions can we take to change the polluted environment into a green one?” After that, the teacher organizes students to have a 5-minute pair discussion. Each pair needs to share their own observations and ideas, and then 2-3 pairs are invited to present their views in class. During the presentation, the teacher writes down the key words and expressions mentioned by students (such as recycle, save energy, solar energy, low-carbon life) on the whiteboard, and briefly explains the correct pronunciation and usage of the words that students are not familiar with, such as “renewable energy” and “sustainable development”. Design Intention: The contrastive pictures can bring intuitive visual impact to students, quickly attract their attention and arouse their emotional resonance, making them realize the urgency of environmental protection. The pair discussion activates students’ prior knowledge about green living, helps them recall the relevant vocabulary and expressions learned in the previous lessons of the unit, and lays a solid language foundation for the subsequent viewing activity. Writing down key words on the whiteboard can strengthen students’ memory and provide convenience for their language output in the following links. Pre-viewing: Preview Vocabulary and Clarify Viewing Goals First, the teacher presents the core vocabulary and expressions related to the viewing material on the screen, including nouns (solar energy, solar panel, wind energy, electricity, mechanical energy, chemical energy), verbs (convert, generate, utilize, conserve), adjectives (renewable, clean, environmentally-friendly), and phrases (turn into, rely on, be beneficial to, play a role in). The teacher explains the meaning and usage of each word and phrase with simple English sentences, and combines with the pictures shown in the lead-in link to help students understand. For example, when explaining “solar panel”, the teacher says: “A solar panel is a device that can convert sunlight into electricity. We can see solar panels on the roofs of some houses, which is a kind of green energy utilization.” Then, the teacher clarifies the viewing goals for students: ① Get the general idea of the video, including what kind of green energy the video mainly introduces and how it is used. ② Extract key details, such as the definition of solar energy, the forms of energy it can be converted into, and the advantages of using renewable energy. ③ Understand the logical structure of the video and the connection between each part of the content. In addition, the teacher briefly introduces the viewing strategies: before viewing, predict the content of the video according to the title and key words; during viewing, focus on the key information and take simple notes; after viewing, sort out the information and summarize the main content. The teacher also reminds students to pay attention to the pronunciation and intonation of the speakers in the video, which is helpful for improving their listening ability. Design Intention: Previewing vocabulary can help students avoid difficulties in understanding the video due to unfamiliar words, ensure that they can smoothly obtain information during the viewing process, and improve the efficiency of viewing. Clarifying the viewing goals can make students have a clear direction, avoid blind viewing, and help them focus on the key content of the video. Introducing viewing strategies can guide students to master scientific viewing methods, cultivate their autonomous learning ability, and lay a foundation for their future independent viewing activities. While-viewing: Multi-times Viewing and Information Extraction This link is divided into three times of viewing, with different focuses each time, to help students gradually deepen their understanding of the video content. The first viewing: Focus on getting the general idea. The teacher plays the video completely, and asks students to think about two questions after viewing: “What is the main topic of the video?” and “What kind of green energy does the video mainly introduce?” After students think independently for 1 minute, the teacher invites several students to answer the questions. The teacher summarizes and confirms: “The main topic of the video is green living and the utilization of renewable energy, and it mainly introduces solar energy, including its definition, conversion forms and application scenarios.” Design Intention: The first viewing focuses on the overall understanding of the video, which helps students establish a general framework of the video content, avoid being trapped in details, and lay a foundation for extracting key information in the subsequent viewing. The second viewing: Focus on extracting key details. The teacher plays the video again, and asks students to fill in the information form prepared in advance while viewing. The form includes the following contents: ① The definition of solar energy (What is solar energy?); ② The forms of energy solar energy can be converted into (What forms of energy can solar energy turn into?); ③ The application scenarios of solar energy in daily life (Where can we use solar energy in daily life?); ④ The advantages of solar energy (What are the advantages of solar energy?). During the viewing process, the teacher walks around the classroom to observe students’ filling situation, and gives appropriate reminders to students who have difficulties in filling in. After the video is played, the teacher organizes students to check the answers in groups of four. Each group discusses and corrects the wrong answers, and then the teacher invites a representative of one group to present the group’s answers on the screen. The teacher comments on the answers, points out the common mistakes, and supplements the key information that students miss. For example, if students do not mention that solar energy can be converted into chemical energy (such as the growth of plants relying on solar energy), the teacher will supplement it and explain it with simple examples. Design Intention: The second viewing focuses on extracting key details, which can help students deepen their understanding of the video content and master the specific information related to solar energy. The information form provides a clear direction for students to extract information, avoiding the confusion of students when taking notes. Group discussion can promote the communication and cooperation between students, help students learn from each other, and improve their ability to solve problems together. The teacher’s comment and supplement can help students correct their mistakes and ensure that they master the key knowledge. The third viewing: Focus on understanding the logical structure and language expression. The teacher plays the video segment by segment, and guides students to analyze the logical connection between each segment. For example, the first segment introduces the definition of solar energy, the second segment introduces the conversion forms of solar energy, the third segment introduces the application scenarios of solar energy, and the fourth segment summarizes the advantages of solar energy and calls on people to use renewable energy. The teacher asks students to think: “What is the logical relationship between these segments? How does the video develop step by step?” At the same time, the teacher guides students to pay attention to the key sentences and expressions in the video, such as “Solar energy is a kind of renewable energy that comes from the sun.” “It can be converted into mechanical energy, electrical energy and chemical energy.” “Using solar energy is beneficial to protecting the environment and saving resources.” The teacher asks students to repeat these sentences after the video, and explains the sentence structure and usage of difficult sentences, such as the attributive clause in “Solar energy is a kind of renewable energy that comes from the sun.” Design Intention: The third viewing focuses on the logical structure and language expression, which can help students not only understand the content of the video, but also master the way of organizing the video content and the key language expressions, which is beneficial to improving their language expression ability and logical thinking ability. Repeating the key sentences can strengthen students’ memory of the language, and explaining the sentence structure can help students master the usage of complex sentences and lay a foundation for their subsequent language output. Post-viewing: Consolidation, Discussion and Expansion This link is divided into three parts: language consolidation, group discussion and content expansion, to help students consolidate the knowledge learned, apply the language and deepen their understanding of the theme. Part 1: Language Consolidation. The teacher designs two exercises to help students consolidate the core vocabulary and expressions learned. Exercise 1: Fill in the blanks with the correct form of the given words (convert, utilize, conserve, renewable, beneficial). For example, “We should ______ water and electricity in our daily life.” “Solar energy can be ______ into electrical energy.” Exercise 2: Translate the following sentences into English, using the key phrases learned. For example, “太阳能是一种清洁且可再生的能源。” “我们应该依靠可再生能源来实现可持续发展。” After students finish the exercises independently, the teacher checks the answers, explains the common mistakes, and guides students to correct them. For example, if students use “rely in” instead of “rely on”, the teacher will emphasize the correct collocation of the phrase “rely on”. At the same time, the teacher invites several students to read their translated sentences, and corrects their pronunciation and intonation. Design Intention: Language consolidation exercises can help students consolidate the core vocabulary and expressions learned, and improve their ability to use language flexibly. Checking answers and correcting mistakes can help students find their own deficiencies and strengthen their memory of language knowledge. Reading translated sentences can improve students’ oral expression ability and pronunciation and intonation. Part 2: Group Discussion. The teacher puts forward two discussion topics for students to discuss in groups of four: ① Can we mainly rely on solar and wind energy in our daily life? Why or why not? ② What other green living practices can we take in our daily life besides using renewable energy? Each group is required to assign a recorder to record the key points of the discussion, and a presenter to present the group’s views after the discussion. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives appropriate guidance to groups that have difficulties in discussion. For example, if a group does not know how to express their views on the disadvantages of solar energy, the teacher will prompt them: “Solar energy depends on the weather. What if it is cloudy or rainy?” After the discussion, each group sends a presenter to present their views in class. The presentation time of each group is 2-3 minutes. After all groups finish the presentation, the teacher makes a summary, affirms the positive views put forward by each group, and supplements some other green living practices, such as reducing the use of disposable products, sorting garbage, and choosing low-carbon travel. Design Intention: Group discussion can provide students with a platform to express their views, improve their oral expression ability and cooperative learning ability. The discussion topics are closely related to the video content and students’ daily life, which can help students connect the knowledge learned in class with real life, deepen their understanding of green living, and cultivate their critical thinking ability. The teacher’s guidance and summary can help students expand their ideas and ensure that the discussion is carried out in a positive and effective way. Part 3: Content Expansion. The teacher introduces some extended resources related to green living and renewable energy to students. First, the teacher plays a short video about other renewable energy sources (such as wind energy, hydropower, and geothermal energy), and briefly introduces their characteristics and application scenarios. Then, the teacher recommends some environmental protection documentaries (such as “Plastic Ocean”) and books (such as “Silent Spring”) to students, and encourages them to watch and read after class. In addition, the teacher introduces some international and domestic environmental protection organizations, such as WWF and Greenpeace, and briefly introduces their roles in promoting environmental protection. Finally, the teacher calls on students to practice green living in their daily life, such as bringing their own shopping bags when shopping, turning off the lights and taps when leaving, and participating in community environmental protection activities. Design Intention: Content expansion can help students expand their horizons, understand more knowledge about green living and renewable energy, and enhance their environmental awareness. Recommending documentaries and books can guide students to carry out autonomous learning after class and cultivate their learning ability. Calling on students to practice green living can help them transform the environmental awareness learned in class into practical actions, and realize the goal of cultivating students’ social participation ability. Summary and Homework Summary: The teacher summarizes the content of this lesson with the help of the key words on the whiteboard. First, the teacher reviews the core vocabulary and expressions related to green living and renewable energy learned in this lesson. Then, the teacher reviews the key content of the viewing material, including the definition, conversion forms and application scenarios of solar energy. Finally, the teacher emphasizes the importance of green living, and encourages students to establish the concept of environmental protection and practice green living in their daily life. Design Intention: The summary can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and strengthen their memory of the key content. Emphasizing the importance of green living can further deepen students’ environmental awareness and lay a foundation for their future environmental protection actions. Homework: ① Review the core vocabulary and expressions learned in this lesson, and write 5 sentences using these words and expressions. ② Watch the video again after class, and retell the main content of the video in 100-120 words. ③ Observe the green living practices around you, and write a short report (150-200 words) about your observations and your own green living plans. ④ Optional: Watch the recommended environmental protection documentary and write a short film review (200 words or so). Design Intention: Homework is designed to consolidate the knowledge learned in class and extend the learning content. Writing sentences can help students consolidate the use of vocabulary and expressions. Retelling the video content can help students deepen their understanding of the video and improve their oral and written expression ability. Writing a short report can help students connect the knowledge learned in class with real life, and cultivate their observation ability and practical ability. The optional homework can meet the needs of students with different learning levels and interests, and guide students to carry out autonomous learning after 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 $