Unit 8 Green Living-Lesson 1 Roots and Shoots 教案-2025-2026学年高中英语北师大版必修第三册

Unit 8 Green Living-Lesson 1 Roots and Shoots 教学目标和重难点 1. 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, guiding students to master environmental vocabulary, understand global environmental concepts, develop critical thinking and form autonomous learning habits. 2. 教学重难点 Key: Master core vocabulary and sentence patterns about environmental protection; understand the content and purpose of Roots and Shoots. Difficulty: Use target language to express environmental views and analyze text logic. 教学过程 Step 1: Lead-in (Lead-in) The teacher starts the class by showing students a set of pictures. The pictures include scenes of environmental pollution, such as plastic waste floating in the ocean, withered trees in the desert, and air pollution covering the city, as well as scenes of environmental protection actions, such as teenagers planting trees, volunteers cleaning up garbage, and the logo of the Roots and Shoots organization. Then the teacher asks two questions in English: “What do you see in these pictures? How do these scenes make you feel?” After the students think for a short time, the teacher invites 3-4 students to share their answers. During the sharing process, the teacher guides students to use simple English words and sentences, such as “pollution”, “dirty”, “terrible”, “plant trees”, “protect the environment” and so on. Then the teacher naturally leads to the topic of this lesson: “Today we will learn about an organization called Roots and Shoots, which is committed to environmental protection and inspiring young people to take action. Let’s explore what it is and what it does together.” Design Intention: The lead-in link uses intuitive picture materials to quickly attract students’ attention and arouse their emotional resonance. The contrast between polluted and protected scenes helps students initially establish the awareness of environmental protection. The simple English questions lower the threshold of students’ participation, encourage them to open their mouths to speak, lay a foundation for the subsequent English teaching, and naturally introduce the core content of the lesson—Roots and Shoots organization. Step 2: Pre-reading (Pre-reading) Activity 1: Vocabulary Preview The teacher presents the core vocabulary of this lesson on the blackboard or courseware, including nouns (root, shoot, environment, pollution, volunteer, organization), verbs (inspire, protect, establish, participate, contribute), adjectives (environmental, meaningful, necessary, responsible) and key phrases (take action, be committed to, play a role in, make a difference, set up). For each word and phrase, the teacher pronounces it clearly, and asks students to follow along twice to ensure that students master the correct pronunciation. Then, the teacher explains the meaning of the words and phrases in simple English, and matches them with simple example sentences, such as “Root is the part of a plant under the ground. Shoot is the part above the ground.” “We should protect the environment to make our world better.” After the explanation, the teacher organizes a quick matching game: the teacher says the Chinese meaning of the word or phrase, and students quickly stand up and say the corresponding English; or the teacher shows the English word, and students say the Chinese meaning. This activity lasts for a few minutes, and the teacher gives timely praise to students who respond quickly and correctly, such as “Very good!”, “You did a great job!”, to stimulate students’ enthusiasm. Activity 2: Background Introduction The teacher briefly introduces the background of the Roots and Shoots organization in English: “Roots and Shoots was established by Dr. Jane Goodall in the early 1990s. Dr. Jane Goodall is a famous British primatologist and environmentalist. She has been studying chimpanzees for a long time and is committed to protecting the environment and animal rights. She set up Roots and Shoots to inspire young people around the world to take action to protect the earth.” The teacher can also show a short photo of Dr. Jane Goodall to help students have a more intuitive understanding. Then the teacher asks a guiding question: “What do you think Roots and Shoots will do? Please make a prediction.” Students can freely express their guesses in English, and the teacher does not need to correct the mistakes in their expressions, but only needs to guide them to use the previewed vocabulary, such as “They may plant trees.” “They may tell people to protect animals.” Design Intention: Vocabulary is the foundation of English learning. Previewing core vocabulary before reading helps students reduce the difficulty of reading and improve reading efficiency. The form of games makes vocabulary learning more interesting, avoids the dullness of mechanical memorization, and enhances students’ learning initiative. The brief background introduction helps students understand the origin and purpose of the Roots and Shoots organization, lays a foundation for understanding the text content, and the predictive link can stimulate students’ curiosity and desire to read, so that they can enter the reading link with questions. Step 3: While-reading (While-reading) Activity 1: Fast Reading The teacher distributes the text materials to the students and asks them to read the text quickly within a certain range (without specifying the time). The task is: “Read the text quickly and answer two questions: 1. What is the purpose of Roots and Shoots? 2. What kinds of activities does Roots and Shoots carry out?” After students finish reading, the teacher invites students to answer the questions. For the first question, the correct answer is: “The purpose of Roots and Shoots is to inspire young people to take action for the environment, animals and their communities.” For the second question, students can summarize according to the text content, such as “They carry out activities like cleaning up the environment, planting trees, and educating people about environmental protection.” The teacher helps students sort out and supplement the answers to ensure that they grasp the main idea of the text. Then the teacher guides students to sort out the structure of the text: the first paragraph introduces the background and purpose of the establishment of Roots and Shoots; the middle paragraphs introduce the specific activities and concepts of the organization; the last paragraph calls on young people to participate in environmental protection actions. Activity 2: Careful Reading The teacher divides the text into three parts and asks students to read each part carefully, and complete the corresponding tasks. Part 1 (Paragraph 1): The teacher asks students to read carefully and find out the key information: who established Roots and Shoots, when it was established, and why it was established. After students find the information, the teacher invites them to read the relevant sentences aloud, and explains the key sentence patterns in the paragraph, such as “It was established in the early 1990s by Dr. Jane Goodall.” (passive voice), “The goal is to inspire young people to take action for the environment, animals and their communities.” (infinitive as purpose). Part 2 (Paragraphs 2-4): The teacher asks students to read carefully and fill in the blanks according to the text content. The blanks include: 1. Roots and Shoots encourages young people to work together to ______ (solve environmental problems). 2. The organization has activities in more than ______ (130) countries. 3. The activities of Roots and Shoots include ______ (cleaning up parks, planting trees, helping homeless animals) and so on. After students finish filling in the blanks, the teacher checks the answers with the whole class, and explains the difficult words and sentences in the paragraphs, such as “work together”, “solve problems”, “homeless animals”, and the sentence “Every small action can make a big difference.” Part 3 (Paragraph 5): The teacher asks students to read carefully and think about the question: “What does Dr. Jane Goodall want to tell young people through the last paragraph?” Students discuss in pairs for a short time, then share their views. The teacher guides students to understand the core idea of the last paragraph: Everyone can contribute to environmental protection, and as long as young people take action together, they can change the world. Then the teacher asks students to read the last paragraph aloud with feeling, and guides them to grasp the emotional tone of the text—hopeful and encouraging. Design Intention: Fast reading focuses on training students’ ability to grasp the main idea of the text and extract key information quickly, which is in line with the requirements of senior high school English reading teaching. Careful reading divides the text into parts, which helps students understand the text content in detail, master key vocabulary, sentence patterns and key information. The form of filling in the blanks and group discussion makes students more active in participating in the reading activity, avoids the passivity of “reading silently alone”, and helps students deepen their understanding of the text content and the core idea of environmental protection. Step 4: Post-reading (Post-reading) Activity 1: Text Retelling The teacher divides the students into groups of 4-5, and asks each group to retell the text content according to the structure of the text and the key information they have mastered. The requirements are: use the core vocabulary and sentence patterns learned in this lesson; the retelling should be logical and complete; each member of the group should participate in the retelling (each member can retell one part of the text). The teacher walks around the classroom, observes the situation of each group, and gives timely guidance to students who have difficulties, such as reminding them of key words and sentence patterns. After each group finishes preparing, the teacher invites 2-3 groups to present their retelling in front of the whole class. After each group’s presentation, the teacher makes comments, affirms the advantages of the group, such as “Your retelling is very logical.” “You used many key words we learned today.”, and puts forward appropriate suggestions for improvement, such as “You can use more complex sentences.” “Pay attention to the correct use of passive voice.” Activity 2: Group Discussion The teacher puts forward the discussion topic: “As senior high school students, what can we do to protect the environment in our daily life? How can we learn from Roots and Shoots and inspire more people to take action?” The students discuss in groups for 10 minutes. During the discussion, the teacher encourages students to express their views freely in English, and guides them to use the core vocabulary and sentence patterns learned in this lesson, such as “We can save water and electricity.” “We can use reusable bags instead of plastic bags.” “We can organize our classmates to clean up the campus.” After the discussion, each group sends a representative to share the group’s views. The teacher listens carefully to the students’ sharing, and makes a summary: “You have put forward many practical suggestions. Everyone can contribute to environmental protection through small actions. Just like Roots and Shoots, as long as we work together, we can make our world better.” Activity 3: Language Practice The teacher presents three sentences on the courseware, and asks students to complete the sentences with the core vocabulary and sentence patterns learned in this lesson: 1. Many young people are inspired to ______ (take action to protect the environment) by Roots and Shoots. 2. Dr. Jane Goodall ______ (established) Roots and Shoots to help young people realize their responsibility to protect the earth. 3. Every small action we take can ______ (make a difference) to the environment. After students finish completing the sentences, the teacher checks the answers with the whole class, and explains the usage of the key structures again, such as the infinitive after “inspire sb. to do sth.”, the past tense of “establish”, and the meaning and usage of “make a difference”. Then the teacher asks students to write 2-3 sentences about environmental protection by themselves, using the core vocabulary and sentence patterns learned today. After students finish writing, the teacher invites some students to read their sentences aloud, and gives comments and corrections. Design Intention: Text retelling helps students consolidate the text content, exercise their oral expression ability, and flexibly use the core vocabulary and sentence patterns learned. Group discussion combines the text content with students’ real life, guides students to transfer the knowledge they have learned to practical application, and enhances their sense of social responsibility and environmental protection awareness. Language practice (sentence completion and sentence writing) further consolidates students’ mastery of core vocabulary and sentence patterns, and improves their written expression ability, achieving the goal of integrating listening, speaking, reading and writing. Step 5: Summary and Extension (Summary and Extension) Activity 1: Lesson Summary The teacher invites students to summarize the content of this lesson in English. Students can summarize from the aspects of vocabulary, text content and core idea. For example, “In this lesson, we learned many core vocabulary about environmental protection, such as root, shoot, inspire, protect. We also learned about the Roots and Shoots organization established by Dr. Jane Goodall, its purpose and activities. The core idea of this lesson is that everyone should take action to protect the environment.” After students finish summarizing, the teacher makes a final summary: “Today we learned about Roots and Shoots, an organization that is committed to environmental protection and inspiring young people. We mastered many useful vocabulary and sentence patterns, and also discussed how we can protect the environment in our daily life. Environmental protection is everyone’s responsibility. I hope you can remember the concept of Roots and Shoots, take action in your daily life, and encourage your family and friends to join in environmental protection.” Activity 2: Extension Task The teacher assigns an after-class extension task: 1. Read the text again and recite the key paragraphs (Paragraph 1 and Paragraph 5). 2. Surf the Internet to find more information about Roots and Shoots or other environmental protection organizations, and write a short English passage (about 80-100 words) to introduce the organization and your views on it. 3. Work with your classmates to design a small environmental protection activity for the campus, and write a simple activity plan in English, including the activity name, purpose and content. Design Intention: The lesson summary helps students sort out the knowledge they have learned in this lesson, form a systematic knowledge structure, and deepen their understanding of the core idea of the lesson. The extension task combines classroom learning with after-class practice, guides students to expand their knowledge, exercise their independent learning ability and practical ability. Reciting key paragraphs helps students consolidate the text content and improve their sense of language. Looking for information and designing activities can further stimulate students’ interest in environmental protection and let them truly put the concept of environmental protection into action. Step 6: Homework (Homework) 1. Finish the extension task assigned in the extension link carefully. 2. Copy the core vocabulary and key sentences of this lesson 3 times, and write down their Chinese meanings and example sentences. 3. Preview the next lesson and finish the preview exercises in the textbook. Design Intention: Homework is an important part of consolidating classroom learning. Copying vocabulary and sentences helps students consolidate their memory of core knowledge. Finishing the extension task and preview exercises helps students maintain their learning continuity, improve their independent learning ability, and lay a foundation for the next 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 $