Unit 3 Conservation Lesson 3 The road to destruction 教学设计-2025-2026学年高中英语北师大版选择性必修第一册

该高中英语教学设计聚焦交通问题的影响、解决方案及文本结构分析，通过学生分享上学交通体验激活已知经验，再以skim/scan阅读技巧梳理信息，结合记笔记搭建从提取细节到深入分析的学习支架。 特色在于任务型阅读活动（表格梳理信息、分析说明方法）培养语言能力，引导推断作者态度与标题含义提升思维品质，课后TEDTalk视频任务促进语言运用与学习能力。实例丰富，可操作性强，助力学生提升综合语言技能，为教师提供清晰教学路径。

Teaching Design Unit 3 Lesson 3 The Road to Destruction Teacher's Name:xxx Student Grade: Senior High School Grade 2 Teaching Content: Unit 3 Lesson 3 The Road to Destruction Textbook Version: Beijing Normal University Edition, Compulsory for Elective Course 1 Design Concept The teaching design revolves around the thematic meaning of the unit, incorporating logical and progressively structured teaching activities to activate students' prior knowledge and experience. Within the thematic context of "Conservation," students will understand, internalize language, and engage in processes of transfer and innovation, thereby recognizing learning mechanisms, mastering learning patterns, and implementing learning strategies. Text Analysis 【Lead-in】 The main text is divided into Part 1 and Part 2. Part 1 introduces the theme of traffic problems in Britain through simple character dialogue. 【Effects】 The text uses a Q&A format to present the negative impacts of traffic problems at the personal level (Effects: Personal) and uses numerical data to illustrate the negative impacts at the societal level (Effects: Social). 【Solutions】 Part 2 sets up a realistic scenario, starting with the narrator's dilemma and helplessness, seeking help from a professional. The main body lists five pieces of advice item by item, concluding with the notion that the advice "sounds easy but is hard to implement," and the narrator's predicament and helplessness are likely to continue. When giving suggestions, the author uses concise imperative sentences to start each piece of advice, emphasizing them through bolding, resulting in clear organization and logical structure. The supporting details employ everyday language and the second person, making the scenario authentic and natural, and the suggestions reasonable and actionable. The beginning and end of Part 2 use the first-person singular "I," reflecting the authenticity of the situation and creating a connection with the reader. The use of colloquial language like "To be frank," "all quite simple, isn't it," "I'm sorry I have to finish this article," as well as rhetorical questions like "but what can I do?" enhances reader engagement. Student Analysis Students in this class have a relatively good foundation in English and a serious attitude towards learning. They are curious and enthusiastic about learning. Most students possess the basic ability to extract information from reading, and some can express themselves relatively fluently in English. However, many students lack proficiency in summarizing and integrating knowledge, logical reasoning and argumentation, and critical evaluation. Furthermore, although students are familiar with the topic of traffic problems and have some grasp of expressions for giving suggestions and advice, their vocabulary related specifically to traffic issues is somewhat limited. They lack related thinking training and language expression for how to make suggestions based on facts, and need practice in expressing themselves clearly and logically in English. Teaching Objectives By the end of this lesson, students will be able to: 1. Skim and scan the text to sort out, summarize the main idea, paragraph structure, and specific details. Further familiarize themselves with and master the reading skill of taking notes while reading. 2. Analyze the text and summarize the application of common expository methods, such as cause and effect, figures, facts, problems and solutions, etc. 3. Use the language learned in this lesson to describe and explain the suggestions given. 4. Discuss, based on their own life experiences, what should be done at both the personal and government levels to address traffic problems. Teaching Focus and Difficulties (I) Teaching Focus 1. Obtain information from the text through reading, sort out and summarize the text structure, main ideas, and specific information, and present them in a table format. 2. Use the language learned in this lesson, based on the table, to describe and explain traffic problems; analyze the use of main expository methods. (II) Teaching Difficulties Infer the author's attitude based on the text. Critically think about the problems and solutions presented in the text, discuss the effectiveness and limitations of the solutions, and consider actions the government could take to solve the problems. Teaching Resources Textbook, multimedia courseware, blackboard, chalk, magnetic strips, student paper, and colored pens. Teaching Process Teaching Objectives [Activity Level] Teaching Activities and Interaction Methods Design Intention Effect Evaluation Activate prior knowledge, lay linguistic groundwork, and raise questions. [Perception and Attention] Activity 1 Ss share the time they spend going to school every day and how they feel when they get stuck in traffic jams.Ss talk about the traffic situation near our school. Use pictures and questions to introduce the topic, activate knowledge related to memory, conduct vocabulary learning under the theme meaning, and lay the groundwork for students to understand the text. Most students can discuss under the theme background, and most students’ cognition of the theme and related language are activated. Activity 2. 1. Ask Ss to skim Part 1 --get the main idea and the structure. Students obtain the main idea and basic structure of the article by skimming Part 1. All students can understand the text outline based on preliminary reading. Objective 1: Obtain the main ideas, text structures, and key details of Part 1 and Part 2 through reading. [Acquisition and Modeling] [Summarization and Integration] 2. Ss scan Part 1 --- know about the traffic situation in Britain and its effects. Students quickly capture specific information while reading and taking notes during scanning, deepen their understanding of the negative impacts of traffic problems, and feel the use effect of explanatory methods such as numbers. Most students can accurately find relevant information and point out explanatory methods. 3. Ss skim Part 2 -----get the main idea. Students obtain the main idea and basic structure of the article by skimming Part 2. Most students can obtain the text outline under the guidance of the given table and summarize the theme content. 4. Ss scan Part 2 ----find out the 5 pieces of advice and their advantages or reasons. Students deepen their understanding of specific content and become familiar with the expression of relevant details by close reading the solutions. Most students can accurately capture relevant information and express it completely and fluently. Objective 2: Based on the understanding of the entire text, infer the author's attitude and the specific meaning of the article's title "The Road to Destruction". [Analysis and Judgment] Activity 3 Ss tell the writer's attitude towards cars and their understanding of the title "The Road to Destruction". Guide students to reason and summarize based on textual evidence, inspire students to deeply explore the meaning of the text, and promote the development of students' logical thinking. Most students can make reasonable inferences based on textual evidence, but only a few students can express themselves clearly, accurately and logically. After-class Assignment [Internalization and Application] 1. Video your TEDTalk about the solutions to the traffic problems in Lanzhou. Including things individuals can do and things the government can do. Blackboard Design Traffic problems The Road to Destruction Solutions for individuals Advice for the government 学科网（北京）股份有限公司 $