Unit 3 Conservation-Reading Club 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-Reading Club 教学目标和重难点 教学目标 Language Competence: Master core words and sentence patterns about conservation, and improve abilities in reading, understanding and expressing environmental topics. Cultural Awareness: Understand global environmental conditions and establish the concept of harmonious coexistence between humans and nature. Thinking Quality: Cultivate critical thinking and logical analysis ability through exploring environmental issues and solutions. Learning Ability: Develop autonomous and cooperative learning habits to actively explore more environmental protection knowledge. 教学重难点 Key Points: Master core vocabulary such as conservation, environmental, extinct, and related sentence patterns; understand the main idea and logical structure of the reading materials. Difficult Points: Analyze the author’s attitude and writing purpose; use the learned knowledge to discuss environmental protection strategies and express personal views accurately and fluently. 教学过程 The teaching process of this Reading Club takes the theme of "Conservation" as the main line, adheres to the student-centered concept, and integrates the four-dimensional core literacy into each link, guiding students to gradually deepen their understanding of environmental protection through independent reading, cooperative exploration and interactive practice, and at the same time improve their English language application ability. The specific process is as follows: Lead-in: Activate Prior Knowledge and Arouse Interest At the beginning of the class, the teacher will create a real and vivid environmental situation to attract students’ attention and activate their prior knowledge related to conservation. First, the teacher will show students some pictures and short videos, including scenes of endangered animals (such as rhinos, black robins), damaged natural landscapes (such as deforested mountains, polluted rivers), and positive cases of environmental protection (such as the protection of Jiuzhaigou Valley and Lijiang Old Town). Then, the teacher will ask simple and guiding questions in English to guide students to think and communicate, such as “What do you see in these pictures?”, “What problems are these animals and landscapes facing?”, “Have you ever done anything to protect the environment in your daily life?”. During the interaction, the teacher will positively respond to students’ answers, encourage students to express their own views boldly, and naturally lead to the theme of this Reading Club — conservation. At the same time, the teacher will briefly review the core vocabulary and sentence patterns learned in the previous lessons of the unit, such as “environmental protection”, “pollution”, “protect...from...”, laying a solid foundation for the subsequent reading activities. This link not only stimulates students’ interest in learning, but also helps students connect their daily life with the teaching content, initially establishing the awareness of combining theory with practice. Pre-reading: Preview Vocabulary and Predict the Content Before formal reading, the teacher will arrange pre-reading tasks to help students remove language obstacles and improve reading efficiency. First, the teacher will present the core vocabulary and phrases in the Reading Club, including both new words and key words related to the theme, such as conservation, extinct, endangered, habitat, preserve, recycle, environmental disaster, global warming, landslide, collapse, organic produce, historic site and so on. For each word and phrase, the teacher will explain its meaning, pronunciation and usage in combination with specific contexts, and give example sentences to help students understand and remember. For example, when explaining “endangered”, the teacher can say “Endangered animals are animals that may soon no longer exist, such as pandas and rhinos. We need to protect them.”; when introducing “recycle”, the teacher can combine daily life and say “We can recycle newspapers, glass bottles and plastic bags to reduce waste.”. While-reading: Layered Reading and Comprehend the Text The while-reading link is the core of this lesson, which is divided into three layers: skimming, scanning and careful reading, guiding students to gradually deepen their understanding of the text from the overall to the local, and at the same time training their reading skills and thinking quality. First, skimming. The teacher asks students to read the whole text quickly, ignore the new words and details that they don’t understand temporarily, and focus on grasping the main idea of the text. After reading, the teacher will ask students to answer questions such as “What is the main topic of this article?”, “What are the main contents mentioned in the article?”. Students can express their views in simple English, and the teacher will help them sort out and summarize the main idea of the text: the article mainly introduces the current situation of environmental problems, such as environmental disasters caused by overpopulation and global warming, the importance of protecting world heritage sites, and the specific measures that individuals can take to protect the environment. Through skimming, students can form an overall understanding of the text and master the logical framework of the article. Second, scanning. On the basis of skimming, the teacher asks students to read the text again, scan for specific information, and complete the preset tasks. The tasks can be designed as follows: 1. List the environmental problems mentioned in the article (such as overpopulation leading to landslides, global warming causing extreme weather, pollution of plastic products, etc.); 2. Find the reasons for these environmental problems (such as unplanned construction, factory and vehicle emissions, deforestation, etc.); 3. Identify the positive cases of conservation mentioned in the article (such as the protection of Confucius Temple and Mansion, Lijiang Old Town, Jiuzhaigou Valley, Fujian Tulou, etc.); 4. Extract the specific environmental protection measures proposed in the article (such as using reusable shopping bags, cooking at home, sorting garbage, recycling, etc.). During the scanning process, the teacher will walk around the classroom, guide students who have difficulties, and remind students to use reading skills such as looking for key words and topic sentences to improve the efficiency of finding information. After completing the tasks, students will check the answers in groups, and the teacher will comment and correct them, helping students clarify the key details of the text. Third, careful reading. On the basis of mastering the main idea and key details, the teacher guides students to read the text carefully, analyze the sentence structure, understand the author’s attitude and writing purpose, and explore the deep meaning of the text. First, the teacher will select some key sentences and difficult sentences in the text for explanation, such as complex sentences, attributive clauses, and sentences with infinitive structures, helping students break through language difficulties. For example, if there is a sentence like “Overpopulation results in heavy building using local materials without proper planning, which can contribute to landslide or collapse during earthquakes.”, the teacher will analyze the sentence structure: the main clause is “Overpopulation results in heavy building...”, the present participle phrase “using local materials without proper planning” is used as an attributive to modify “building”, and the non-restrictive attributive clause “which can contribute to...” modifies the whole preceding sentence. At the same time, the teacher will explain the meaning of the sentence and guide students to understand the relationship between overpopulation and environmental disasters. Then, the teacher will guide students to analyze the author’s attitude and writing purpose. The teacher can ask questions such as “What is the author’s attitude towards environmental disasters?”, “How do you know that?”, “What is the author’s purpose of writing this article?”. Students can find relevant sentences in the text to support their views, such as “Experts are predicting worse to come.”, “Most disaster experts believe that things could get a lot worse.”, which show that the author is worried about environmental disasters; and the author puts forward specific environmental protection measures at the end of the article, which shows that the author’s purpose is to arouse people’s awareness of environmental protection and call on everyone to take action to protect the environment. In this process, students’ critical thinking ability is trained, and they learn to analyze and judge the author’s attitude and purpose through the details of the text. In addition, the teacher will guide students to sort out the logical structure of the text, help students understand how the author organizes the content, such as from the description of environmental problems to the analysis of reasons, then to the introduction of positive cases, and finally to the proposal of solutions. This helps students improve their logical analysis ability and lay a foundation for their future writing. Post-reading: Consolidate and Extend, Apply Knowledge The post-reading link is mainly to help students consolidate the knowledge learned, extend the theme, and apply the language knowledge and thinking methods learned to practical communication, so as to achieve the goal of improving language competence and cultural awareness. First, vocabulary and sentence pattern consolidation. The teacher will arrange some practice tasks to help students consolidate the core vocabulary and sentence patterns learned in the reading. For example, fill in the blanks with the correct form of the given words (such as conservation, extinct, recycle, environmental, etc.); rewrite sentences with the given sentence patterns (such as “result in”, “contribute to”, “protect...from...”, etc.). Students can complete the tasks independently first, then check and correct them in groups, and the teacher will comment on the key and difficult points. At the same time, the teacher will guide students to make sentences with the learned vocabulary and sentence patterns combined with their own daily life, such as “We should recycle waste paper to protect the environment.”, “Overuse of plastic bags will result in serious pollution.”, so as to realize the internalization and application of language knowledge. Second, group discussion. The teacher will set up a discussion topic closely related to the text and students’ daily life: “What can we do as senior high school students to protect the environment in our daily life?”. Before the discussion, the teacher will give students some guiding tips, such as starting from daily life (shopping, eating, traveling, etc.), combining the measures mentioned in the text (using reusable shopping bags, sorting garbage, cooking at home, etc.), and putting forward specific and feasible suggestions. Then, students will be divided into groups of 4-5 to discuss. During the discussion, the teacher will walk around the classroom, listen to students’ discussions, guide students to use the learned vocabulary and sentence patterns to express their views, and help students who have difficulties in expression. After the discussion, each group will send a representative to share the group’s views with the whole class. The teacher will positively affirm the reasonable suggestions put forward by each group, and supplement and summarize them, guiding students to realize that environmental protection is not a slogan, but needs to be implemented in every detail of daily life. Third, theme extension. The teacher will introduce some global environmental protection hot topics and related English expressions to students, such as “carbon neutrality”, “green travel”, “plastic ban”, etc., expanding students’ horizons and enriching their knowledge reserve. At the same time, the teacher will recommend some English reading materials, videos and documentaries about environmental protection to students, such as “Our Planet”, encouraging students to carry out autonomous learning after class, improve their English reading and listening ability, and further deepen their understanding of the theme of conservation. In this link, students’ learning ability and cultural awareness are trained. They learn to obtain information through multiple channels and establish a global perspective on environmental protection. Fourth, writing practice. On the basis of discussion and extension, the teacher will arrange a short writing task: ask students to write a short passage of 80-100 words, introducing the environmental problems around them and putting forward their own environmental protection suggestions. The teacher will remind students to use the vocabulary, sentence patterns and logical structure learned in the reading, and pay attention to the coherence and fluency of the passage. Students can complete the writing task independently, then exchange their works in pairs, put forward revision suggestions to each other, and finally the teacher will select some representative works for comment, pointing out the advantages and areas for improvement. This task not only helps students consolidate the language knowledge learned, but also improves their writing ability and the ability to express their views in English. Summary and Homework: Consolidate and Deepen At the end of the class, the teacher will summarize the content of this lesson with the students. First, review the main idea and key details of the reading material, sort out the core vocabulary and sentence patterns learned, and emphasize the importance of environmental protection. Then, the teacher will summarize the performance of the students in this class, affirm their progress and efforts, and put forward expectations, encouraging students to apply the knowledge learned to daily life and actively participate in environmental protection activities. The homework is arranged in three levels, considering the differences of students, so as to realize the individualized teaching: 1. Basic homework: Review the core vocabulary and sentence patterns of this lesson, and recite the key sentences; read the reading material again and retell the main content in your own words. 2. Improving homework: Complete the writing task assigned in the post-reading link, and revise it according to the teacher’s and classmates’ suggestions. 3. Expanding homework: Find an English article about environmental protection after class, read it carefully, and write a short reading report (about 100 words), introducing the main content of the article and your own feelings. This layered homework not only helps students consolidate the basic knowledge, but also provides room for improvement for students with strong learning ability, guiding students to carry out autonomous learning and improve their learning ability. In the whole teaching process, the four-dimensional core literacy runs through every link. Through the lead-in, pre-reading, while-reading and post-reading activities, students not only master the language knowledge related to conservation, improve their language competence, but also establish the awareness of environmental protection, cultivate their critical thinking and autonomous learning ability, and finally achieve the teaching goal of integrating language learning and quality education. 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 $