Unit 4 -Reading A-Listening, Viewing and Speaking 教案-2025-2026学年高中英语沪外版选择性必修第三册

Unit 4 Protecting the Environment-Reading A-Listening, Viewing and Speaking 教学目标和重难点 教学目标 Language Competence: Master environmental vocabulary and listening-speaking skills to express environmental issues and solutions. Cultural Awareness: Understand global environmental cooperation and establish a sense of environmental responsibility. Thinking Quality: Develop logical thinking to analyze problems and put forward feasible suggestions. Learning Ability: Cultivate autonomous and cooperative learning skills in thematic activities. 教学重难点 Key Points: Master core vocabulary (e.g., estimate, evolve, alternative) and sentence patterns related to environmental protection; grasp main ideas of listening and viewing materials. Difficult Points: Flexibly use target language to discuss environmental issues and put forward practical suggestions in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a series of pictures and short video clips about environmental problems, including greenhouse effect, deforestation, marine pollution and plastic waste. After playing the materials, the teacher asks students some guiding questions in English: “What environmental problems can you see in the pictures and video? Have you ever witnessed such problems in your daily life? What do you think are the causes of these problems?” Then, invite 3-4 students to share their views freely in English. During the sharing, the teacher gives positive feedback in time, such as “Your observation is very careful” or “That’s a very valuable point”, and properly supplements relevant vocabulary, such as “greenhouse effect”, “deforestation”, “marine pollution” and “carbon footprint”, helping students build a preliminary vocabulary framework for the lesson. Design Intent: The lead-in link adopts the form of audio-visual materials and interactive questioning, which can quickly attract students’ attention and arouse their interest in the theme of environmental protection. By combining students’ daily life experience, it activates their existing knowledge reserve, reduces their psychological distance from the teaching content, and lays a good foundation for the smooth development of subsequent listening, viewing and speaking activities. At the same time, the appropriate supplement of theme-related vocabulary helps students overcome language barriers in subsequent learning. Step 2: Pre-Listening and Pre-Viewing (Vocabulary and Prediction) First, the teacher focuses on explaining the core vocabulary and key phrases related to the listening and viewing materials. Combining the word list of Unit 4, the teacher teaches words such as estimate, evolve, alternative, superior and extend, explains their pronunciation, part of speech and common collocations, and gives example sentences related to environmental protection, such as “We can estimate the damage caused by deforestation” and “There are alternative ways to reduce carbon emissions”. Then, the teacher introduces the background of the listening and viewing materials: the listening material is an interview with a young environmentalist, focusing on the importance of rainforests and the role of individuals in environmental protection; the viewing material is a vodcast about climate change and practical environmental protection measures. After that, guide students to make predictions based on the title and background information: “What do you think the young environmentalist will talk about in the interview? What environmental protection measures may be mentioned in the vodcast?” Ask students to write down their predictions on the exercise book and discuss them in pairs for 2 minutes, then invite several pairs to share their prediction results. Design Intent: Vocabulary is the foundation of listening and speaking. Focusing on explaining core vocabulary related to the theme can help students understand the listening and viewing materials more smoothly and avoid language obstacles caused by unknown words. Guiding students to make predictions before listening and viewing can cultivate their ability of logical reasoning and prediction based on limited information, which is in line with the requirements of cultivating students’ thinking quality. At the same time, pair discussion can enhance students’ participation and lay a foundation for subsequent cooperative learning. Step 3: While-Listening (Comprehension and Feedback) The teacher plays the listening material (interview with a young environmentalist) twice. For the first time, ask students to listen carefully and grasp the main idea: “What is the main topic of the interview?” After listening, invite students to answer, and the teacher summarizes and confirms that the main topic is the importance of rainforests to the environment and the specific actions that individuals can take to protect rainforests. For the second time, ask students to listen carefully and complete the blank-filling exercise prepared in advance, which involves key information such as the functions of rainforests (regulating climate, maintaining biodiversity), the threats faced by rainforests (deforestation, illegal logging) and the environmentalist’s suggestions (planting trees, reducing the use of wood products). After listening, the teacher checks the answers with the whole class, explains the difficult points in the listening material, such as long sentences or unfamiliar expressions, and asks students to read the key sentences together to strengthen their memory. In the process of listening, the teacher reminds students to take notes briefly, such as key words, numbers and proper nouns, and teaches them simple listening skills, such as catching topic sentences and ignoring unimportant details. For students who have difficulty in listening, the teacher can play the relevant parts again appropriately and give individual guidance. Design Intent: Playing the listening material twice, from grasping the main idea to extracting key details, conforms to the law of listening comprehension and helps students gradually deepen their understanding of the material. The blank-filling exercise can effectively test students’ listening effect and help them focus on key information. Teaching listening skills can help students master scientific learning methods and improve their listening ability, which is in line with the requirements of cultivating students’ learning ability. Timely feedback and guidance can help students find their own deficiencies and adjust their learning state in time. Step 4: While-Viewing (Observation and Analysis) After the listening activity, the teacher plays the viewing material (vodcast about saving the world) twice. For the first time, ask students to watch carefully and answer two questions: “What are the possible consequences of climate change mentioned in the vodcast?” “What environmental protection measures are put forward?” After watching, organize students to discuss in groups of 4, sort out their answers, and then invite each group to send a representative to report. The teacher summarizes and supplements, making it clear that the consequences of climate change include rising sea levels, melting glaciers and frequent extreme weather, and the proposed measures include saving energy, reducing plastic use, promoting low-carbon travel and participating in environmental volunteer activities. For the second time, ask students to watch again and pay attention to the expressions and sentence patterns used in the vodcast to express suggestions and viewpoints, such as “We should...”, “It’s necessary to...”, “One effective way is to...”. Ask students to write down these sentence patterns in their notebooks and analyze their usage with their group members. The teacher walks around the classroom to guide students, and after the discussion, invites several students to share the sentence patterns they have collected and their understanding of usage. Design Intent: The viewing material is more intuitive and vivid, which can better stimulate students’ emotional resonance and enhance their sense of environmental responsibility. Watching twice, from understanding the content to extracting language points, helps students combine content comprehension with language learning. Group discussion can cultivate students’ cooperative learning ability and communication ability, and extracting sentence patterns can lay a foundation for subsequent speaking activities, realizing the organic connection between viewing and speaking. Step 5: Post-Listening and Post-Viewing (Consolidation and Application) This link is divided into two parts: language consolidation and theme discussion. In the language consolidation part, the teacher arranges two small activities. First, ask students to complete a sentence-making exercise, using the core vocabulary and sentence patterns learned in this lesson to make sentences related to environmental protection. For example, use “alternative” to make a sentence: “We can choose alternative energy sources to reduce environmental pollution.” After students finish, invite them to share their sentences, and the teacher comments and corrects them, focusing on the accuracy of vocabulary and sentence patterns. Second, organize a “information retelling” activity: ask students to retell the main content of the listening or viewing material in their own words, using the key vocabulary and sentence patterns they have learned. Students can choose to retell individually or in pairs, and the teacher gives feedback and guidance, encouraging students to express themselves fluently and accurately. In the theme discussion part, the teacher puts forward a core discussion question: “Combined with the listening and viewing materials, what can we do as senior high school students to protect the environment in our daily life?” Then, organize students to carry out group discussion in groups of 5, requiring each group to put forward at least 3 practical suggestions, and explain the reasons for these suggestions. During the discussion, the teacher walks around the classroom, guides students to use the target language to communicate, helps students solve language problems encountered in the discussion, and reminds students to pay attention to the logic and rationality of their suggestions. After the discussion, each group sends a representative to make a 2-3 minute speech, introducing the group’s suggestions. Other students can ask questions or supplement after the speech, and the teacher makes a summary and evaluation, affirming the positive suggestions put forward by each group and emphasizing that everyone has the responsibility to protect the environment. Design Intent: The language consolidation activity helps students consolidate the core vocabulary and sentence patterns learned in this lesson, and improve their ability to use language flexibly. The information retelling activity can test students’ understanding of the listening and viewing materials and their language expression ability. The theme discussion activity combines the teaching content with students’ real life, guides students to transfer the learned language knowledge to practical communication, and cultivates their ability to analyze and solve problems. At the same time, it enhances students’ sense of environmental responsibility and achieves the goal of cultural awareness cultivation. Step 6: Speaking Practice (Show and Improvement) On the basis of the previous theme discussion, the teacher arranges a speaking task: “Suppose you are an environmental volunteer, and you need to give a short speech in front of your classmates to call on everyone to take action to protect the environment. The speech should include the importance of environmental protection, the current environmental problems and specific environmental protection measures.” The teacher first gives a short speech example, showing how to use the key vocabulary and sentence patterns learned in this lesson to organize the speech content, and emphasizes the skills of speech, such as intonation, pauses and eye contact. Then, give students 5 minutes to prepare their speeches individually, and they can refer to the listening and viewing materials and the results of group discussion. After preparation, invite 4-5 students to give speeches in front of the whole class. After each speech, the teacher and other students make comments, focusing on the accuracy of language, the fluency of expression and the rationality of content, and put forward suggestions for improvement, such as “You can use more sentence patterns to express suggestions to make the speech more persuasive” or “Pay attention to the intonation when expressing feelings, so as to better arouse everyone’s resonance”. For students who are not confident in speaking, the teacher encourages them to try bravely and gives positive guidance, helping them build confidence in speaking English. At the same time, organize students to conduct peer evaluation, let students learn from each other’s strengths and make up for their own deficiencies. Design Intent: The speaking task is a comprehensive application of listening, viewing and vocabulary learning, which can effectively improve students’ oral expression ability and language application ability. The speech example given by the teacher provides a learning model for students, helping them better complete the task. Peer evaluation and teacher evaluation can help students find their own problems and improve their speaking skills. Encouraging students to speak bravely can cultivate their self-confidence and learning interest, which is in line with the requirements of cultivating students’ learning ability and language competence. Step 7: Summary and Extension First, the teacher leads students to summarize the content of this lesson: review the core vocabulary and key sentence patterns related to environmental protection, sort out the main content of the listening and viewing materials, and review the environmental protection measures discussed in the class. The teacher emphasizes that environmental protection is the responsibility of everyone, and we should integrate environmental protection behaviors into our daily life. Then, the teacher arranges after-class extension tasks: 1. Watch an English environmental documentary (such as “Our Planet”) and write a short English reflection (about 100 words), introducing the main content of the documentary and their own feelings; 2. Work in groups to design an English environmental protection poster, which should include environmental protection slogans, key measures and relevant pictures, and present it in the next class; 3. Practice the speech prepared in class and improve it according to the comments. Design Intent: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the theme. The after-class extension tasks combine classroom learning with after-class practice, expand students’ learning scope, and further consolidate their language skills. The documentary watching and reflection writing can improve students’ listening and writing ability, and the poster design can cultivate students’ cooperative ability and creative thinking. These tasks are in line with the requirements of the four-dimensional core literacy, helping students achieve all-round development. 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 $