Unit 4 Protecting the Environment-Reading B-Further Exploration 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 B-Further Exploration 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use environmental vocabulary and complex sentences, cultural awareness of global environmental cooperation, thinking quality of critical analysis on environmental issues, and learning ability to explore and practice environmental protection independently. 教学重难点 Key points: Master core environmental vocabulary and sentence patterns, understand the logical structure of the text and the significance of environmental protection measures. Difficult points: Use complex sentences flexibly to express environmental views and conduct in-depth critical thinking on environmental problems. 教学过程 Pre-class Preparation and Lead-in Before the class, students are required to review Reading B and collect 3-5 pieces of environmental protection news or practical measures around them, which can be in English or Chinese. In the class, the teacher starts with a question-and-answer interaction: “What environmental problems have you noticed in your daily life? And what measures do you think can solve these problems?” Then, invite 3-4 students to share their collected materials and express their own views briefly. After that, the teacher shows a short video about global environmental problems (such as deforestation, greenhouse effect and plastic pollution) and asks students to watch it carefully and answer two questions: “What environmental problems are shown in the video?” and “What is the main impact of these problems on the earth and human beings?” Design Intention: Reviewing Reading B helps students connect the new content with the learned knowledge, laying a foundation for further exploration. Collecting environmental materials encourages students to pay attention to real-life environmental issues, transforming the abstract text content into specific life practice. The question-and-answer interaction and video playback can arouse students’ interest in learning, activate their prior knowledge about environmental protection, and naturally lead to the theme of Further Exploration, which is to deeply discuss environmental protection measures and their significance. Text Analysis and Key Knowledge Consolidation First, the teacher guides students to read the Further Exploration part carefully and asks them to finish two tasks independently: Task 1: Underline the core vocabulary and key sentences in the text, such as “carbon footprint”, “renewable energy”, “sustainable development”, “It is estimated that tropical forests are now disappearing at a rate of about 13 million hectares per year.” Task 2: Sort out the logical structure of the text and fill in the mind map (the teacher provides a blank mind map with the central theme “Environmental Protection Measures” and branches such as “Individual Actions”, “Social Efforts” and “Global Cooperation”). After students finish the tasks independently, the teacher organizes group discussions (4 students in a group) to check and exchange their answers. Each group selects a representative to present their mind map and explain the logical relationship of the text. The teacher makes comments and supplements, emphasizing the key points: the text takes the severity of environmental problems as the starting point, and then puts forward specific environmental protection measures from the three levels of individuals, society and the world, and finally calls on everyone to participate in environmental protection to achieve sustainable development. At the same time, the teacher focuses on explaining the difficult vocabulary and sentence patterns: for example, “concentration” in “the concentration of carbon dioxide in the atmosphere”, “release” in “the carbon contained in these fuels is being released in the form of carbon dioxide”, and the complex sentence structure “While the burning of fossil fuels adds more carbon dioxide to the atmosphere, the disappearance of forests reduces the ability of plants to absorb carbon dioxide.” The teacher explains the meaning and usage of these words and sentences, and gives examples to help students understand and master them. Then, the teacher designs a short exercise to consolidate the key knowledge: ask students to complete the sentences with the correct forms of the core vocabulary (such as concentration, release, estimate, widespread). For example, 1. The ______ of carbon dioxide in the air is increasing year by year. 2. It is ______ that more than 100 kinds of animals become extinct every year. After students finish the exercise, the teacher checks the answers and explains the common mistakes, helping students master the usage of vocabulary flexibly. Design Intention: Independent reading and task completion can cultivate students’ ability of independent learning and information extraction. Group discussion enables students to exchange and learn from each other, improve their ability of cooperation and expression. The explanation of key vocabulary and sentence patterns helps students break through the language difficulties, laying a solid foundation for their subsequent language output. The mind map helps students sort out the logical structure of the text, deepen their understanding of the text content, and cultivate their logical thinking ability. The consolidation exercise can timely check the learning effect and help students master the key knowledge firmly. Further Exploration and Critical Thinking Training On the basis of text analysis, the teacher carries out further exploration activities to guide students to conduct critical thinking. First, the teacher puts forward the following guiding questions: 1. What are the advantages and disadvantages of the environmental protection measures mentioned in the text? 2. Do you think these measures are feasible in our country? Why or why not? 3. What other environmental protection measures can we put forward besides those mentioned in the text? 4. As senior high school students, what specific actions can we take to protect the environment in our daily life? Students are divided into groups of 4 to discuss these questions. During the discussion, the teacher walks around the classroom, guides students to think in depth, and helps them solve the problems they encounter. For example, when students discuss the feasibility of renewable energy promotion, the teacher can remind them to consider factors such as economic development, technological level and regional differences. After the discussion, each group selects a representative to make a speech, and other groups can ask questions and put forward different views. For example, if a group puts forward that “we should ban the use of plastic bags completely”, another group may put forward different views: “banning plastic bags completely may bring inconvenience to people’s life, and we can promote the use of environmentally friendly plastic bags instead.” The teacher encourages students to express their views freely, guides them to analyze problems from multiple angles, and cultivates their critical thinking ability and ability to put forward constructive suggestions. Then, the teacher introduces the concept of “carbon footprint” mentioned in the text in detail, and asks students to calculate their own carbon footprint (the teacher provides a simple calculation standard, such as the carbon emissions generated by daily travel, electricity use, diet, etc.). After calculating, students share their own carbon footprint results in groups and discuss how to reduce their carbon footprint. For example, some students may say: “I go to school by bike every day, which can reduce carbon emissions.” Some students may put forward: “We can save electricity by turning off the lights when leaving the room and using energy-saving appliances.” The teacher summarizes students’ suggestions and emphasizes that everyone’s small actions can make a big difference to environmental protection. In addition, the teacher invites students to think about the relationship between environmental protection and economic development: “Is there a contradiction between environmental protection and economic development? How can we achieve the balance between the two?” Students are encouraged to combine their own knowledge and life experience to express their views. The teacher guides students to realize that environmental protection and economic development are not contradictory, but can promote each other. Sustainable development is the best way to balance the two, which not only protects the environment, but also promotes long-term economic development. Design Intention: The guiding questions are designed to guide students to go beyond the text, think in depth about environmental issues, and cultivate their critical thinking ability and problem-solving ability. Group discussion and speech activities can improve students’ oral expression ability and cooperative learning ability. Calculating the carbon footprint makes environmental protection more close to students’ life, enabling them to realize that environmental protection is everyone’s responsibility. Discussing the relationship between environmental protection and economic development helps students establish a correct concept of sustainable development, which is in line with the requirements of cultural awareness and thinking quality in key competencies. Language Output and Practice Application In this link, the teacher designs two language output tasks to help students apply the learned knowledge to practice and improve their language ability. Task 1: Write a short passage (80-100 words) about “My Environmental Protection Plan”, which should include the environmental problems you care about, the measures you will take and your expectations. Task 2: Hold a small debate with the theme “Should we prioritize environmental protection or economic development?” Students are divided into two groups: the affirmative group (prioritize environmental protection) and the negative group (prioritize economic development). Each group prepares for 10 minutes, and then starts the debate. Each debater has 1-2 minutes to speak, and finally each group makes a summary speech. When students are completing Task 1, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out ideas, reminding them to use the core vocabulary and sentence patterns learned in the class. After students finish writing, the teacher selects 3-4 students’ works to display and comment on, affirming their advantages and putting forward suggestions for improvement. For example, if a student uses the sentence “I will reduce my carbon footprint by saving water and electricity”, the teacher can praise him for using the core vocabulary correctly and suggest adding specific measures, such as “I will reduce my carbon footprint by saving water and electricity, and go to school by bike instead of by car.” During the debate, the teacher acts as the host and referee, guiding the debate to carry out in an orderly manner, reminding students to use appropriate language to express their views, and encouraging them to quote the knowledge and examples learned in the text to support their own views. After the debate, the teacher makes a summary, affirming the performance of both groups, pointing out their advantages and shortcomings, and guiding students to realize that the balance between environmental protection and economic development is the most important, which further deepens their understanding of sustainable development. Design Intention: Writing tasks can help students consolidate the learned vocabulary and sentence patterns, improve their writing ability, and transform the input knowledge into output ability. The debate activity can not only improve students’ oral expression ability and logical thinking ability, but also cultivate their ability to think critically and express their views clearly. The teacher’s guidance and comments can help students find their own shortcomings and improve their language output level. At the same time, these two tasks also reflect the requirements of language ability and learning ability in key competencies, enabling students to apply the learned knowledge to practice and achieve the goal of “learning to use”. Summary and Extension First, the teacher invites students to summarize the content of this class independently: “What have you learned in this class? What new understanding do you have about environmental protection?” Then, the teacher makes a comprehensive summary: this class deeply explores the environmental protection measures and their significance on the basis of Reading B, helps students master the core vocabulary and key sentence patterns, cultivates their critical thinking ability and sense of social responsibility, and guides them to establish the concept of sustainable development. The teacher emphasizes that environmental protection is not an empty slogan, but requires the joint efforts of every individual, every society and every country. As senior high school students, we should start from small things and take practical actions to protect our earth. Then, the teacher designs after-class extension tasks: 1. Revise the short passage “My Environmental Protection Plan” according to the teacher’s comments and share it with the classmates in the next class. 2. Form a group of 3-5 students, design an environmental protection promotion poster (in English), which should include environmental protection slogans, core measures and beautiful pictures. 3. Watch an English documentary about environmental protection (such as “Our Planet”) and write a short film review (100-120 words) to talk about your feelings and insights. Design Intention: Letting students summarize independently can help them sort out the knowledge of the class and deepen their understanding and memory. The teacher’s summary can help students form a systematic knowledge framework and clarify the key points and goals of the class. After-class extension tasks connect the classroom learning with after-class practice, encourage students to continue to explore environmental issues in their spare time, improve their learning ability and practical ability, and further strengthen their sense of environmental protection. The poster design and film review writing can also cultivate students’ comprehensive quality, such as creativity and aesthetic ability, which is in line with the all-round development of students’ key competencies. 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 $