Unit 3 Conservation-Topic Talk 教案-2025-2026学年高中英语北师大版选择性必修第一册

Unit 3 Conservation-Topic Talk 教学目标和重难点 教学目标 It focuses on language competence in using conservation-related words and expressions, cultural awareness of global environmental protection consensus, thinking quality in analyzing environmental issues critically, and learning ability in autonomous and cooperative exploration of conservation topics. 教学重难点 Key: Master conservation-related vocabulary and sentence patterns, and use them to discuss environmental issues. Difficulty: Flexibly apply target language in real contexts and express personal views on conservation effectively with logical thinking. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a 2-minute video clip, which includes scenes of lush forests, clear rivers, and diverse wildlife, as well as contrasting scenes of deforestation, plastic pollution, and endangered animals being hunted. After playing the video, the teacher asks two open-ended questions in English: “What do you see in the video? How do you feel about the two different scenes?” Then, the teacher invites 3-4 students to share their answers with the whole class. During the sharing, the teacher guides students to use simple English words related to the environment, such as “pollution”, “protect”, “animal”, “forest”, and writes these words on the blackboard. After the sharing, the teacher summarizes: “Today, we will focus on a very important topic that is closely related to our life — Conservation. We will learn how to talk about environmental issues and our responsibilities in conservation in English.” Design Intention: The video clip with strong visual impact can quickly attract students’ attention and arouse their emotional resonance, making them realize the urgency of environmental protection. By asking open-ended questions, students’ prior knowledge and language reserves are activated, and they can naturally enter the topic of conservation. Writing down the related words on the blackboard lays a foundation for the subsequent vocabulary learning and language output. Step 2: Vocabulary and Sentence Pattern Learning (Input) Vocabulary Learning The teacher presents the core vocabulary of this Topic Talk on the screen, including nouns (conservation, destruction, threat, species, extinction), verbs (destroy, hunt, recycle, decrease, protect), adjectives (endangered, urgent, varied, illegal), and adverbs (illegally, urgently). For each word, the teacher first pronounces it clearly and asks students to follow, then explains its meaning with simple English and combines it with the video scenes just watched to give examples. For example, when teaching “endangered”, the teacher says: “Endangered means a species is in danger of becoming extinct. Just like the rhinos in the video, they are endangered because many people hunt them for their horns.” When teaching “recycle”, the teacher gives an example: “We can recycle plastic bottles and paper to reduce pollution, which is a good way to do our part in conservation.” After explaining all the core vocabulary, the teacher organizes a “Vocabulary Matching Game”. The teacher divides students into 4 groups, shows the English words on one side of the screen and their Chinese meanings or English explanations on the other side, and asks each group to send a representative to match them quickly. The group that matches correctly and quickly wins a small reward. After the game, the teacher checks the students’ mastery of vocabulary by asking random questions, such as “What does ‘extinction’ mean?” “What verb can we use to describe the action of protecting the environment?” Sentence Pattern Learning Based on the core vocabulary, the teacher presents the key sentence patterns of this Topic Talk, which are mainly used to talk about environmental problems, their causes and solutions. The key sentence patterns include: There is a growing threat of... to... (e.g., There is a growing threat of plastic pollution to marine life.) Many species are in danger of dying out because of... We should do our part to... by... It is urgent that we take measures to... For each sentence pattern, the teacher first explains its structure and usage, then gives 2-3 examples combined with real environmental issues. For example, when teaching the third sentence pattern, the teacher says: “‘Do our part’ means to do what we can to help. We should do our part to protect the environment by recycling waste and saving water.” Then, the teacher asks students to make sentences with each sentence pattern in pairs. After 5 minutes of pair work, the teacher invites several pairs to share their sentences and corrects the mistakes in grammar and expression in time. Step 3: Listening Practice (Comprehension and Consolidation) The teacher tells students that they will listen to two audio clips related to conservation, which are the core listening materials of this Topic Talk. Before listening, the teacher introduces the background of the audio: the first audio is a conversation between two students talking about a lecture on environmental problems by Professor Linda Wei; the second audio is an interview with Dr. Bradshaw about rhino protection. Then, the teacher presents the listening tasks on the screen. For the first listening, students need to listen and tick the environmental problems mentioned in the audio (such as plastic pollution, deforestation, overhunting). For the second listening, students need to listen and fill in the blanks with the key words and sentences they hear (the blanks are mainly related to the core vocabulary and sentence patterns learned earlier, such as “endangered”, “threat”, “do our part”, “take measures”). The teacher plays each audio clip twice. For the first time, students listen carefully to get the general idea; for the second time, students complete the listening tasks. After listening, the teacher checks the answers with the whole class, and explains the difficult points in the audio, such as the pronunciation of difficult words, the understanding of long sentences, and the key information that is easy to miss. For students who have not completed the tasks, the teacher plays the relevant part of the audio again and gives appropriate guidance. After checking the answers, the teacher invites students to retell the main content of the two audio clips in their own words, using the core vocabulary and sentence patterns they have learned. The teacher encourages students to express freely and gives positive feedback and correction. Design Intention: Listening practice is an important part of language input, which can help students improve their listening comprehension ability and consolidate the learned vocabulary and sentence patterns. By setting different listening tasks (tick and fill in the blanks), students’ ability to capture key information and detailed information is trained. Retelling the audio content can not only check students’ understanding of the listening materials but also provide them with opportunities for oral expression, bridging the gap between listening input and oral output. Step 4: Speaking Practice (Discussion and Expression) Group Discussion The teacher divides students into groups of 4-5, and presents the discussion topic on the screen: “What environmental problems are we facing in our daily life? What can we do as senior high school students to protect the environment?” Before the discussion, the teacher gives students 3 minutes to think about their ideas and make simple notes, using the core vocabulary and sentence patterns learned in this class. During the group discussion, the teacher walks around the classroom, observes the performance of each group, and provides guidance when necessary. For example, if a student does not know how to express an idea in English, the teacher prompts them with the relevant vocabulary or sentence patterns; if the discussion of a group is not in-depth, the teacher asks guiding questions, such as “Why do you think this measure is effective?” “What other ways can we think of?” Each group is required to select a representative to record the key points of the discussion, and prepare to share the group’s views with the whole class after the discussion. Class Sharing and Comment After 10 minutes of group discussion, the teacher invites 3-4 groups to share their views. When each group’s representative shares, the teacher asks other students to listen carefully and take notes. After the sharing, the teacher makes comments on each group’s performance: affirms the advantages (such as correct use of vocabulary and sentence patterns, in-depth discussion, clear expression), and points out the areas that need improvement (such as grammar mistakes, incomplete expression, lack of logicality). Then, the teacher organizes a class discussion: “Which group’s suggestions do you think are the most practical? Why?” This link encourages students to express their own views on the sharing content, cultivate their critical thinking ability, and further deepen their understanding of environmental protection. Role-play The teacher sets a real-life scenario for role-play: “Suppose you are a reporter interviewing a conservationist. The reporter asks questions about the current situation of endangered species and the measures to protect them, and the conservationist answers the questions in detail.” The teacher provides a simple dialogue template on the screen, which includes the key sentence patterns and vocabulary learned in this class. Students are divided into pairs, one as the reporter and the other as the conservationist. They need to complete the role-play based on the template and add their own ideas. After 5 minutes of preparation, the teacher invites 2-3 pairs to perform the role-play in front of the class. After the performance, the teacher and other students make comments, focusing on the use of language, the authenticity of the dialogue, and the expression of ideas. Design Intention: Group discussion provides students with a platform for cooperative learning, which can not only improve their oral expression ability but also cultivate their team cooperation spirit. Class sharing and comment help students learn from each other and improve their language expression ability. Role-play creates a real language communication scenario, which enables students to flexibly apply the learned vocabulary and sentence patterns to practical communication, and enhances their confidence in using English to talk about conservation topics. Step 5: Reading and Deep Understanding The teacher presents a short passage on the screen, which is closely related to the Topic Talk. The passage introduces the current situation of global species extinction, the main causes (such as habitat destruction, overhunting, pollution), and the corresponding protection measures. The passage includes a lot of core vocabulary and sentence patterns learned in this class, and also adds some new related words (such as “habitat”, “invasive species”, “pollinate”) to expand students’ vocabulary. First, the teacher asks students to read the passage silently and find out the main idea of each paragraph. After silent reading, the teacher invites students to share the main idea of each paragraph, and summarizes the overall main idea of the passage with the whole class. Then, the teacher asks students to read the passage again carefully and complete the following tasks: 1. Underline the core vocabulary and sentence patterns learned in this class; 2. Answer the questions on the screen (e.g., “What are the main causes of species extinction?” “What measures can we take to protect endangered species?”); 3. Find out the new words in the passage and guess their meanings according to the context. After students complete the tasks, the teacher checks the answers one by one. For the new words, the teacher explains their meanings and usages, and combines them with the context of the passage to help students understand and remember. Then, the teacher guides students to analyze the structure of the passage, helping them understand how the passage introduces the problem, analyzes the causes, and puts forward solutions, which lays a foundation for their future writing. Design Intention: Reading practice helps students consolidate the learned vocabulary and sentence patterns, and improve their reading comprehension ability. By asking students to find the main idea, answer questions, and guess new words, their ability to understand and analyze the passage is trained. Analyzing the structure of the passage helps students master the logical thinking mode of writing about environmental issues, which is conducive to the improvement of their writing ability. Step 6: Summary and Extension Class Summary The teacher invites students to summarize what they have learned in this class. Students can share their gains in vocabulary, sentence patterns, listening, speaking, and reading, as well as their understanding of conservation. After students’ sharing, the teacher makes a comprehensive summary: in this class, we have learned the core vocabulary and sentence patterns related to conservation, improved our listening and speaking ability through listening practice, group discussion and role-play, and deepened our understanding of environmental protection through reading. The teacher emphasizes that conservation is everyone’s responsibility, and we should put what we have learned into practice and do our part to protect the environment. Extension Activity The teacher assigns an extension activity: “Write a short passage (80-100 words) about ‘My Contribution to Conservation’, using the core vocabulary and sentence patterns learned in this class. You can write about the environmental problems around you and the specific measures you take to protect the environment.” The teacher reminds students to pay attention to the logicality and correctness of the passage, and encourages them to express their true feelings and ideas. In addition, the teacher recommends some English resources related to conservation to students, such as English documentaries (e.g., “Our Planet”), English websites about environmental protection, and English articles about conservation, so that students can continue to learn and expand their knowledge after class. Design Intention: Class summary helps students sort out the knowledge they have learned, deepen their memory and understanding. The extension activity (writing) connects the classroom learning with after-class practice, which can consolidate the learned knowledge and improve students’ writing ability. Recommending relevant English resources helps students expand their learning channels, cultivate their autonomous learning ability, and further stimulate their interest in learning English and paying attention to environmental protection. 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 $