Unit 3 Environmental Protection Period 3 Listening and Speaking Worksheet 导学案-2025-2026学年高中英语人教版（2019）选择性必修第三册

Unit 3 Environmental Protection PEP Selective Compulsory Book 3 · Grade 11 · Period 3 Using Language (I) Listening and Speaking · Worksheet What we will do in this lesson By the end of class, you should be able to: pick out key facts about smog from a radio interview (where the word comes from, why London's smog got so bad, what the government did, and what we can do about it); use common expressions for giving opinions and reasons when you talk about air pollution; say two causes and two solutions to smog in your own words. Today's focus Today's focus — three things you must get right: (1) numbers — years, death tolls, amounts; (2) the two government actions; (3) the four opinion phrases in the box below. Watch out for three traps: the single changed detail in a T/F statement; writing short notes without missing the next sentence; catching the cause-effect chain, not just isolated words. Warm-up check on your listening Read the three sentences below and honestly tick (√) or cross (×). This is not a quiz — it just tells you what to listen for today. ☐ My mind wanders when I hear years and numbers. ☐ Taking notes while listening is hard — I miss the next sentence. ☐ If the statement uses different words from the recording (e.g. 'a few days' vs 'one week'), I often miss it. If you tick two or more, stay alert — this lesson is for you. Before you listen, read these two sentences and spot the difference. Here is a real sentence from today's interview: "Over just a few days, when the smog was unusually thick, about 4,000 deaths were recorded." Now read this T/F statement: "The smog killed about 5,000 people in one week." Is it True or False? If False, what two details did the statement change? Part 1 Lead-in Look at the three pictures on the screen. Discuss with your partner: does the first city look like it's under a grey veil? Why is the student in picture 2 wearing a mask to school? If Wuhan had three straight days like this, how would your life change — school, PE, hanging out with friends? Wuhan often has smoggy days in winter — any memories? Tell your partner about one: PE moved indoors, wearing two masks on the way to school, etc. Part 2 Pre-listening Activity 1 What do you already know? Talk in groups and answer in one or two short sentences. 1. What is "smog"? What does the word make you think of? 2. Is air pollution a serious problem in the place where you live? Why or why not? Activity 2 Predict what you will hear You are going to listen to a radio interview. The guest is Ben Drake, an expert on air pollution. Before you listen, write down one question for each prompt. We'll check your questions as we listen. Tip: a good prediction question names a time, a number or a cause — exactly what you'll need to catch later. Who ? When ? Where ? What ? Why ? Examples: When did London have its worst smog? Who is Ben Drake? What did the government do? Why was the smog so bad? Activity 3 Look and compare On the screen are two photos: London in the 1950s, when the air was thick with "pea soup" smog, and London today. Work in pairs. 1. What differences do you notice between the two pictures? 2. Why do you think London's air is much cleaner now? Part 3 While-listening Activity 1 Listen and decide whether the statements are True (T) or False (F). Before you listen: each False statement changes only ONE detail — a year, a number, or a material. Circle the word you think might be changed. Watch the numbers: 1942 or 1952? 4,000 or 5,000? coal or wood? First listening for gist, second for detail. 1. The word "smog" comes from the two words "smoke" and "fog". 2. London had such bad smog mainly because factories and homes burnt a lot of coal. 3. The worst smog in British history hit London in 1942. 4. About 5,000 people died in the worst London smog. 5. The government told people not to burn wood in their homes. Activity 2 Listen again and complete Ben Drake's notes. Note-taking rule: write short words, not full sentences. Abbreviations are fine — e.g. 20th c. for twentieth century, ind. for industry. Heads up: the government's two rules are said in one long breath — what people burn at home, then where factories move. Catch both, or you'll miss blank (7). Smog: a serious problem in Britain in the early (1) ____________ century. Why: Britain was then enjoying a boom in (2) ____________ ; factories and homes burnt lots of (3) ____________ . The worst time: in (4) ____________ , over just a few days in 1952, about (5) ____________ deaths were recorded. What the government did: people must not burn (6) ____________ at home; factories must move away from (7) ____________________ . What we can do: — replace coal with (8) ____________________ energy; — use new (9) ____________________ vehicles; — keep developing clean (10) ____________________ . Activity 3 Discuss in groups. In your group, use at least one phrase from the box below. Try starting with As far as I know… or From my point of view… — it sounds more like a native speaker. No fixed turn order, but everyone must speak. One person takes notes and reports back. If discussion runs short, leave the report to next lesson. Use the expressions in the box when you speak. 1. Have you ever experienced heavy smog yourself? What was it like? 2. What do you think causes the smog in Wuhan in winter — car exhaust, factory emissions, or something else? 3. What can the government do, and what can we students do? Useful language As far as I know, ... / From my point of view, ... One major cause is ... because ... It would be a good idea to ... / I think we should ... so that ... What's more, ... / The most important thing is ... Word bank particulate matter (PM2.5) — Particulate matter smaller than 2.5 micrometres can get deep into your lungs. smog alert — When a smog alert is issued, young children and old people should stay indoors. air-quality index — If the air-quality index goes above 150, PE classes are moved indoors. fossil fuels — Burning fossil fuels such as coal and oil releases a lot of waste gas. emission standards — Strict emission standards force factories to clean up their smoke. renewable energy — Solar power and wind power are forms of renewable energy. energy-efficient — Energy-efficient cars use less petrol and produce less waste gas. Part 4 Post-listening Activity 1 Read and find Read the tapescript below and do two things: underline the host's questions that invite Ben's opinion (at least 4); then write one sentence each — in your own words — for a cause, an effect, and a solution. Watch for signal words: because, when, should, need to. (a) Underline the host's four opinion questions. (b) Write one sentence each for a cause, an effect, and a solution. Tapescript H = Hostess BD = Ben Drake H: Good morning, listeners. Air pollution is a serious problem, and people living in cities are especially at risk from smog. Ben Drake is an expert on air pollution, and he is with us today. Ben, where does the word "smog" come from? BD: "Smog" is a mixture of the words "smoke" and "fog". It first appeared in Britain in the early twentieth century, when smog was a real problem there. H: Why was it so bad at that time? BD: Well, Britain was one of the first industrial countries. Factories and homes used a huge amount of coal. When coal is burnt, it gives off harmful gases, and these gases create thick smog. In London people even called it "pea soup", because it was as thick as soup. H: That sounds terrible. What kind of problems did it cause? BD: Smog caused a lot of health problems and killed many people. The worst time was in London in 1952. Over just a few days, when the smog was unusually thick, about 4,000 deaths were recorded. Something had to be done. The government ordered people not to burn coal at home, and made factories move out of the city centres. H: But smog is still a problem in many places today. What can be done about it? BD: Smog hurts everyone, but it is especially bad for children, old people, and anyone with heart or lung conditions. We have to cut smog and make the air cleaner. We should replace coal with cleaner energy. We need new energy-efficient cars. We already have the technology — we just have to use it and keep developing it. H: Right. Let's hope real changes will come soon. Thanks, Ben. BD: Thank you. After writing, close your book and retell Ben's answer to your partner in three sentences. If time is short, do this orally. Need a hand? Fill in the frame, then say it: Smog is a mix of _____ and _____. It got really bad in London because _____. The government's main moves were _____ and _____. Activity 2 Make a short dialogue Your dialogue must cover all four points below — miss one and you're not finished. Situation: You and your partner are running a 3-minute show on the school radio. One of you is the host, the other is a member of the school Environment Club. Talk about air pollution in our city. Your dialogue should cover these four points: what smog is; what causes it; what harm it does; at least two things we can do. Use the "Useful language" box on page 1. You may follow this frame: Host: Today we're talking about smog. Could you explain what smog is? Guest: Sure. Smog is ... Host: What causes it, then? Guest: Well, one main cause is ... because ... Host: What kind of harm does it do? Guest: It is especially bad for ... Host: So what should we do? Guest: From my point of view, we should ... Also, it would help if ... Host: Thank you for sharing. Homework Required: finish the radio dialogue you started in class; practise once with your partner and be ready to perform next lesson. Choose ONE: write 5–6 sentences on 'One thing I can do this week to cut air pollution' (give a real action and a reason); or draw a poster with an English slogan (e.g. Walk, don't drive — keep the sky blue.); or record a 30-second English voice message about your action and send it to the class group. Bonus: check today's Wuhan AQI online, write one English sentence about the air quality, and add one small suggestion. Note: tapescript adapted from PEP Selective Compulsory Book 3 Unit 3 listening material. Answer Key Open discussion questions have no fixed answers; the points below are for reference. Warm-up check B. False. The statement changed two details: 4,000 → 5,000, and "a few days" → "one week". Part 2 Activity 2 — sample prediction questions • Who is Ben Drake? / Where is he from? • When did London have its worst smog? • What caused the smog? / What does the word "smog" mean? • Why was the smog so dangerous? / What did the government do? Part 3 Activity 1 (T/F) 1. T 2. T 3. F (it was 1952, not 1942) 4. F (about 4,000 deaths were recorded) 5. F (the government banned burning coal, not wood). Part 3 Activity 2 (notes) (1) twentieth / 20th (2) industry (3) coal (4) London (5) 4,000 (6) coal (7) (the) city centres (8) cleaner (9) energy-efficient (10) technology. Part 4 Activity 1 (a) The host's four opinion questions are: "Ben, where does the word 'smog' come from?" "Why was it so bad at that time?" "What kind of problems did it cause?" "What can be done about it?" (b) Sample answers (other answers are possible): Cause: Factories and homes used a huge amount of coal; when burnt, it gives off harmful gases. Effect: Smog caused health problems and killed about 4,000 people in a few days in 1952. Solution: We should replace coal with cleaner energy and use new energy-efficient cars. 学科网（北京）股份有限公司 $