Unit 8 Green Living-Lesson 2 Greening the Desert 教案-2025-2026学年高中英语北师大版必修第三册

Unit 8 Green Living-Lesson 2 Greening the Desert 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabularies and sentence patterns about desert greening, and improve abilities in listening, speaking, reading and writing. Thinking Quality: Cultivate critical and logical thinking to explore the feasibility and significance of desert greening. Cultural Awareness: Understand environmental protection cultures and enhance the sense of environmental responsibility. Learning Ability: Develop autonomous and cooperative learning skills to apply knowledge in practice. 2. 教学重难点 Key Points: Grasp key information about desert greening projects, master core vocabularies (e.g., drip irrigation, sustainable) and sentence structures, and understand the text’s main idea and logical structure. Difficult Points: Understand the principles of desert greening technologies and use learned knowledge to express views on environmental protection in English. 教学过程 Pre-class Autonomous Exploration Teacher’s Activities: Release preview tasks through an online platform, including the text, video cases of desert greening and background materials. Design preview questions such as “What is the significance of desert greening?” and “What challenges may desert greening face?” to guide students to think in depth. Monitor students’ preview progress through the platform and provide timely feedback. Students’ Activities: Read the preview materials and watch related videos independently, record key vocabularies and concepts. Think about the preview questions carefully and write down their answers. Submit preview notes and answers to the online platform for the teacher’s review. Design Intention: This link aims to help students get familiar with the theme of the lesson in advance and lay a solid foundation for in-class learning. By arranging autonomous preview tasks, it cultivates students’ independent learning ability, guides them to take the initiative to explore knowledge related to desert greening, and stimulates their interest in the lesson. The preview questions can effectively guide students’ thinking direction and enable them to have a preliminary understanding of the core content of the lesson before class, so as to improve the efficiency of in-class learning. In-class Teaching and Skill Enhancement Lead-in (Warm-up and Topic Introduction) Teacher’s Activities: Show students two groups of contrastive pictures on the screen: one group is the desolate and barren desert with sandstorms, and the other group is the oasis in the desert with green plants and clear water. Ask students to observe the pictures carefully and discuss the following questions in pairs: “What do you see in the two groups of pictures?” “What changes have taken place in the desert?” “Do you think it is possible to turn a desert into an oasis?” After the discussion, invite several groups to share their views. Then, introduce the theme of this lesson—Greening the Desert, and briefly explain that this lesson will focus on exploring how humans use scientific and technological means to transform the desert and realize the dream of greening the desert. Students’ Activities: Observe the pictures carefully, discuss the questions actively with their partners, express their own views and listen to their partners’ opinions. Share the discussion results with the whole class, and listen carefully to the teacher’s introduction of the lesson theme. Design Intention: The contrastive pictures can quickly attract students’ attention and arouse their emotional resonance. By asking questions, it guides students to think about the possibility of desert greening, activates their existing knowledge and experience related to deserts and environmental protection, and naturally leads to the theme of the lesson. The pair discussion link can not only mobilize students’ learning enthusiasm but also exercise their oral expression ability in a relaxed atmosphere, laying a foundation for the subsequent in-class activities. Pre-reading (Prediction and Vocabulary Preview) Teacher’s Activities: Guide students to look at the title of the text “Greening the Desert” and the pictures in the textbook. Ask students to predict the main content of the text based on the title and pictures, such as “What kind of desert greening project will the text introduce?” “What methods will be used to green the desert?” Write down students’ predictions on the blackboard. Then, present the core vocabularies and phrases of this lesson, including drip irrigation, solar power, sustainable, microclimate, desertification, afforestation, etc. Explain the meanings of these words and phrases with simple English and combined with pictures or examples, and guide students to read them aloud to master their pronunciation and spelling. For example, when explaining “drip irrigation”, show a picture of drip irrigation technology in the desert and explain it as “a way of watering plants by dropping water slowly to the roots, which can save water effectively in the desert”. Students’ Activities: Predict the main content of the text based on the title and pictures, actively put forward their own guesses. Listen carefully to the teacher’s explanation of vocabularies and phrases, read them aloud repeatedly to remember their pronunciation and meaning, and take notes if necessary. Design Intention: Prediction activities can stimulate students’ curiosity and desire to read, and help them establish a preliminary framework of the text content, which is conducive to improving their reading efficiency. Previewing core vocabularies and phrases can solve the language barriers that may be encountered in the process of reading, help students understand the text more smoothly, and lay a solid language foundation for the subsequent reading link. Using pictures and examples to explain vocabularies makes the abstract words more specific and intuitive, which is convenient for students to understand and remember. While-reading (Text Comprehension and Skill Training) First Reading (Skimming): Teacher’s Activities: Ask students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What is the main desert greening project mentioned in the text? After students finish reading, invite them to answer the questions, and then summarize the main idea of the text together: The text mainly introduces a desert greening project that uses scientific and technological means to transform the desert into a productive and sustainable land, and introduces the specific methods, challenges and achievements of the project. Students’ Activities: Read the text quickly, focus on grasping the main content, and answer the teacher’s questions actively. Design Intention: Skimming training aims to help students master the skill of quickly grasping the main idea of the text, improve their reading speed and reading ability. Through answering questions, it can test students’ understanding of the main content of the text and lay a foundation for in-depth reading. Second Reading (Scanning): Teacher’s Activities: Ask students to read the text again carefully and complete the following tasks: 1. Find out the specific methods used in the desert greening project mentioned in the text and list them. 2. Find out the challenges faced during the project and how they were overcome. 3. Underline the key sentences that reflect the impact of the project on the local community. After students finish reading, organize them to discuss in groups to check their answers, and then invite each group to send a representative to share their answers. For the key sentences, guide students to analyze their sentence structures and understand their meanings. For example, guide students to analyze the sentence “With the help of drip irrigation and solar power, the desert has gradually turned into fertile land.”, point out the prepositional phrase “With the help of...” and its usage. Students’ Activities: Read the text carefully, find out the required information according to the tasks, underline the key sentences, and take notes. Discuss with group members to check and supplement their answers, and share the group’s discussion results with the whole class. Listen carefully to the teacher’s analysis of key sentences and master the usage of related sentence structures. Design Intention: Scanning training helps students master the skill of quickly locating specific information in the text, improving their ability to obtain detailed information. Group discussion can promote the exchange and cooperation between students, help them solve problems in the process of reading together, and deepen their understanding of the text content. Analyzing key sentences can help students master the key language points of the lesson, improve their ability to analyze and understand sentences, and lay a foundation for the subsequent language application. Third Reading (Deep Comprehension): Teacher’s Activities: Put forward the following questions to guide students to think in depth: 1. What is the significance of the desert greening project? (From the perspectives of ecology, economy and society) 2. What can we learn from the process of overcoming challenges in the project? 3. How can we combine the concept of desert greening with our daily life? Organize students to discuss these questions in groups. After the discussion, invite students to share their views, and guide them to realize that desert greening is of great significance to improving the ecological environment, promoting local economic development and improving people’s living standards, and that perseverance and innovation are needed to achieve the goal of greening the desert. At the same time, guide students to think about how to practice environmental protection in daily life, such as saving water, planting trees, reducing pollution, etc. Students’ Activities: Think about the teacher’s questions in depth, discuss with group members actively, express their own views and listen to others’ opinions. Share their views with the whole class, and deeply understand the significance of the desert greening project and the connotation of environmental protection. Design Intention: Deep comprehension link aims to guide students to go beyond the surface of the text, think about the deeper significance of the text, cultivate their critical thinking and logical thinking ability. Through in-depth discussion, it can help students establish a correct environmental protection concept, enhance their sense of environmental responsibility, and realize the connection between the text content and real life, so as to achieve the goal of moral education. Language Focus (Vocabulary and Sentence Pattern Practice) Vocabulary Practice: Teacher’s Activities: Organize vocabulary practice activities in the form of games and exercises. For example, “Word Matching”: Match the vocabularies (drip irrigation, sustainable, desertification, etc.) with their definitions. “Sentence Making”: Ask students to make sentences with the core vocabularies and phrases, and invite them to share their sentences with the whole class. Correct students’ mistakes in sentence making and guide them to use the vocabularies correctly. Students’ Activities: Participate in vocabulary practice activities actively, complete the matching tasks, make sentences with the required vocabularies, and share their sentences. Correct their own mistakes according to the teacher’s guidance. Design Intention: Vocabulary practice in the form of games can increase the fun of learning, mobilize students’ learning enthusiasm, and help students consolidate the core vocabularies and phrases they have learned. Sentence making practice can help students master the usage of vocabularies in specific contexts, improve their ability to use language flexibly. Sentence Pattern Practice: Teacher’s Activities: Present the key sentence patterns in the text, such as “With the help of..., ... has gradually...”, “In spite of..., ... still...”, “It is important/necessary to...”. Explain the structure and usage of these sentence patterns with examples, and guide students to imitate them to make sentences. For example, guide students to imitate “With the help of drip irrigation and solar power, the desert has gradually turned into fertile land.” to make sentences like “With the help of science and technology, our life has gradually become better.”. Then, organize students to practice in pairs, and each pair makes 2-3 sentences and shares them with the class. Students’ Activities: Listen carefully to the teacher’s explanation of sentence patterns, understand their structure and usage. Imitate the sentence patterns to make sentences, practice with partners, and share their sentences with the whole class. Design Intention: Sentence pattern practice is an important link to improve students’ language application ability. By explaining and imitating, it helps students master the key sentence patterns in the text, and enables them to use these sentence patterns flexibly in oral and written expression, laying a foundation for the subsequent speaking and writing activities. Speaking Activity (Discussion and Expression) Teacher’s Activities: Divide students into groups of 4-5, and assign the discussion topic: “If you were a member of a desert greening team, what methods would you use to green the desert? What challenges might you face and how would you overcome them?”. Provide students with some tips, such as combining the methods mentioned in the text and other environmental protection technologies they know. Give students enough time to discuss, and walk around to guide them, help them solve the language problems encountered in the discussion, and encourage them to express their views boldly. After the discussion, invite each group to send a representative to give a speech in front of the class, introducing the group’s ideas. After each speech, ask other students to put forward questions or give suggestions, and the teacher makes comments and summaries, affirming the advantages of each group and putting forward suggestions for improvement. Students’ Activities: Discuss the topic actively with group members, put forward their own ideas, and communicate and cooperate with each other. Prepare the speech content, and the representative of the group gives a speech in front of the class. Listen carefully to other groups’ speeches, put forward questions or suggestions, and learn from each other. Design Intention: Speaking activity is an important way to improve students’ oral expression ability. The discussion topic is closely related to the text content, which can help students apply the knowledge they have learned to oral expression. Group cooperation can cultivate students’ team spirit and communication ability. The speech and comment links can not only exercise students’ oral expression ability but also improve their ability to listen and evaluate, and enhance their confidence in speaking English. Reading and Writing Integration (Writing Practice) Teacher’s Activities: Guide students to review the main content of the text, and then assign the writing task: Write a short passage (about 150 words) introducing a desert greening project, including its methods, challenges, achievements and significance. Provide students with a writing outline: 1. Introduction of the project (what, where); 2. Methods used in the project; 3. Challenges and solutions; 4. Achievements and significance. Remind students to use the vocabularies and sentence patterns they have learned in this lesson. Give students enough time to write, and walk around to guide them, help them sort out their ideas, correct their grammatical mistakes and inappropriate expressions. After students finish writing, collect some students’ works, display them in front of the class, and comment on them, affirming the advantages and pointing out the areas that need improvement. Students’ Activities: Review the main content of the text, sort out their writing ideas according to the writing outline, and complete the writing task. Use the vocabularies and sentence patterns learned in this lesson to ensure the accuracy and fluency of the passage. Listen carefully to the teacher’s comments on the works, and revise their own works according to the teacher’s suggestions. Design Intention: Reading and writing integration can help students integrate the knowledge they have learned, improve their writing ability. The writing outline can help students sort out their ideas and ensure the logicality and completeness of the passage. Guiding and commenting on students’ works can help them find their own problems and improve their writing level, and at the same time, enhance their confidence in writing. Post-class Expansion and Application Teacher’s Activities: Assign after-class tasks: 1. Revise the writing work according to the teacher’s comments and submit it to the teacher. 2. Collect information about other desert greening projects around the world (such as the Kubuqi Desert greening project in China) and write a short English introduction (about 100 words). 3. Discuss with family members about how to practice environmental protection in daily life and write down the discussion results in English. Provide students with some extended resources, such as relevant books, websites and videos about desert greening, to help them complete the after-class tasks. After collecting the after-class tasks, timely review and feedback, and select excellent works to display in the class. Students’ Activities: Complete the after-class tasks carefully, revise the writing work, collect relevant information, and discuss with family members. Use the extended resources provided by the teacher to expand their knowledge. Submit the after-class tasks on time and learn from the excellent works. Design Intention: After-class expansion tasks aim to help students consolidate the knowledge they have learned in class, expand their knowledge horizon, and realize the connection between classroom learning and real life. Collecting information about other desert greening projects can help students understand more about desert greening, enhance their sense of environmental protection. Discussing with family members can promote the spread of environmental protection concepts and let students practice environmental protection in real life. The feedback and display of works can stimulate students’ learning motivation and improve their learning effect. Summary and Reflection Teacher’s Activities: Summarize the main content of this lesson, including the core vocabularies, key sentence patterns, the main idea and key information of the text, and the results of in-class activities. Guide students to reflect on their own learning process: What have I learned in this lesson? What difficulties have I encountered? How to solve these difficulties? What aspects do I need to improve in the future? Encourage students to put forward their own questions and suggestions, and the teacher answers them patiently. Students’ Activities: Listen carefully to the teacher’s summary, reflect on their own learning process, sort out the knowledge they have learned, and put forward their own questions and suggestions. Design Intention: Summary link can help students sort out the knowledge they have learned in class, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. Reflection link can help students understand their own learning status, find their own problems and deficiencies, and put forward improvement measures, which is conducive to improving their learning ability and learning effect. 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 $