Unit 1 Nature in the Balance-Reading 教案-2025-2026学年高中英语译林版必修第三册

Unit 1 Nature in the Balance-Reading 教学目标和重难点 1. 教学目标 It focuses on language competence by improving reading and expression skills, cultivates cultural awareness of global ecological protection, develops critical thinking on man-nature relationship, and fosters social responsibility to safeguard ecological balance through the Amazon rainforest theme. 2. 教学重难点 Key points: Master core vocabularies and sentence patterns about the Amazon rainforest, grasp the text’s structure and main ideas. Difficult points: Understand the comparison writing technique and clarify the logical relationship between ecological balance and human activities. 教学过程 I. Pre-reading: Lead-in and Preview (Lead students into the theme and lay a foundation for reading) Activity 1: Theme Discussion. The teacher starts the class with a question: “What do you know about the Amazon rainforest? Can you list some plants or animals that live there?” Then, show students pictures and short videos of the Amazon rainforest, including towering trees, colorful birds, jaguars, and water lilies. After watching, invite 2-3 students to share their observations and impressions. The teacher supplements relevant background information: The Amazon rainforest is the largest rainforest in the world, crossing eight countries and one overseas region of France, known as “the lungs of the planet” for producing over 20% of the Earth’s oxygen. Design Intention: This activity stimulates students’ interest in the theme by using visual materials such as pictures and videos, which helps students establish a preliminary cognitive impression of the Amazon rainforest. The open discussion allows students to activate their existing knowledge reserves, reduce the difficulty of understanding the text, and naturally lead to the core content of the reading passage—introducing the Amazon rainforest as a natural treasure and its role in maintaining ecological balance. At the same time, it lays a foundation for cultivating students’ cultural awareness and social responsibility by letting them initially perceive the importance of the rainforest. Activity 2: Vocabulary Preview. The teacher presents core vocabularies and phrases related to the text on the screen, including “biodiversity, ecosystem, species, microorganism, carbon, extinction, agriculture, cattle farming” and key phrases such as “play a significant role in, break down, due to, be known as”. For each vocabulary, the teacher provides simple English definitions and example sentences combined with the rainforest theme, such as “Biodiversity refers to the variety of different species of plants and animals in a particular area.” Then, organize students to read the vocabularies aloud in pairs, correct their pronunciation and intonation, and ask them to guess the possible meanings of the vocabularies according to the context clues in the preview of the text title and pictures. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies before class helps students avoid being blocked by new words during reading, improves reading fluency, and saves time for in-depth understanding of the text. By providing English definitions and theme-related example sentences, students can not only memorize vocabularies but also understand their usage in specific contexts, which is conducive to improving their language competence. The pair reading activity enhances students’ participation and helps them master the correct pronunciation of vocabularies. Activity 3: Prediction. The teacher guides students to look at the text title “The Amazon Rainforest: a Natural Treasure” and the first sentence of the text “Welcome to the jungle, a huge sea of green alive with the sounds of animals.” Then ask: “Based on the title and the first sentence, what do you think the text will talk about? What aspects of the Amazon rainforest will it introduce?” Students are encouraged to make bold predictions, such as the size of the rainforest, the types of plants and animals, its functions, and the threats it faces. The teacher records students’ predictions on the blackboard and tells them to verify their predictions during reading. Design Intention: Making predictions before reading is an important reading strategy. It can stimulate students’ reading motivation, make them read with clear goals, and improve their ability to grasp the text’s main ideas. By guiding students to use the title and opening sentence to predict, it helps them master the method of predicting text content, cultivates their logical thinking ability, and lays a foundation for the subsequent skimming and scanning activities. II. While-reading: In-depth Reading and Comprehension (Grasp the text structure and details, improve reading ability) Activity 1: Skimming for Main Ideas. Ask students to read the text quickly (skimming) and complete two tasks: 1. Find the topic sentence of each paragraph; 2. Summarize the main idea of the whole text. After reading, organize students to exchange their answers in groups of 4. The teacher walks around to guide, and then invites each group to send a representative to share their results. Finally, the teacher summarizes and sorts out: Paragraph 1 introduces the Amazon rainforest and its important role in maintaining the Earth’s ecological balance; Paragraph 2 introduces the basic information of the Amazon rainforest, such as its location, area, and the Amazon River; Paragraph 3 focuses on the plant biodiversity of the rainforest and the different levels of the forest; Paragraph 4 describes the animal biodiversity and the food chain in the rainforest; Paragraph 5 explains the value of the rainforest to the planet and the threats it faces. The main idea of the text is to introduce the Amazon rainforest as a natural treasure, its rich biodiversity, important ecological value, and the current dangers, calling on people to protect it. Design Intention: Skimming is a reading strategy to grasp the main idea quickly. Through this activity, students can understand the overall structure of the text and the core content of each paragraph, which helps them establish a clear framework of the text. Group discussion allows students to exchange ideas, complement each other’s deficiencies, and improve their ability to summarize and express. The teacher’s summary helps students correct their misunderstandings and deepen their understanding of the text’s main ideas, which is conducive to cultivating students’ language competence and logical thinking ability. Activity 2: Scanning for Specific Details. Ask students to read the text again carefully (scanning) and complete the following detailed tasks: 1. Fill in the blanks about the basic information of the Amazon rainforest: (1) It crosses ____ countries and one overseas region of France. (2) Its area is about ____ square kilometres, more than half the size of China. (3) The Amazon River is close to ____ kilometres in length. 2. List the data about the biodiversity of the Amazon rainforest: (1) ____ of known plant species in the world can be found here. (2) Over ____ plant species are in the Amazon. (3) More than ____ bird species and over ____ mammal species hide in the jungle. 3. What is the role of the Amazon rainforest in the Earth’s ecosystem? 4. What are the main threats to the Amazon rainforest? After students finish the tasks independently, the teacher checks the answers in class, explains the key points, and emphasizes the key data and sentences. For example, when introducing the role of the rainforest, the teacher highlights the sentence “The Amazon rainforest breathes life into the planet by fixing carbon and producing over 20 per cent of all the Earth’s oxygen.” and explains the meaning of “fixing carbon” in simple English. Design Intention: Scanning is a reading strategy to find specific information quickly. This activity guides students to pay attention to the key details and data in the text, which helps them deepen their understanding of the text content. The independent completion of tasks can cultivate students’ ability to find and sort out information independently, while the teacher’s explanation and emphasis can help students grasp the key points, consolidate the understanding of core sentences, and lay a foundation for the subsequent analysis of the text’s language features and logical relationships. At the same time, the data in the text can make students more intuitively feel the richness of the Amazon rainforest’s biodiversity and the severity of the threats it faces, which is conducive to cultivating their environmental awareness. Activity 3: Text Structure Analysis. The teacher guides students to analyze the text structure together. The text is a documentary script, which adopts a “general-introduction-specific-conclusion” structure. The first paragraph is the general introduction, introducing the Amazon rainforest and its important role; Paragraphs 2-4 are the specific introduction, respectively introducing the basic information, plant biodiversity, and animal biodiversity of the rainforest; Paragraph 5 is the conclusion, explaining the value of the rainforest and the threats it faces, and putting forward a thought-provoking question. Then, the teacher asks students to find the transitional words and phrases in the text, such as “Moreover, Yet”, and analyzes their functions in connecting the context. For example, “Moreover” is used to add additional information about the value of the rainforest, and “Yet” is used to turn to the threats faced by the rainforest, which makes the text logic more coherent. Design Intention: Analyzing the text structure helps students understand the logical relationship of the text and improve their ability to organize and express language. By finding transitional words and phrases, students can master the method of connecting context, which is conducive to improving their reading comprehension ability and writing ability. At the same time, understanding the structure of the documentary script helps students understand the characteristics of this genre, enrich their genre awareness, and further improve their language competence. Activity 4: Language Focus Analysis. The teacher focuses on analyzing the key language points and sentence patterns in the text, combining with the context to help students understand and master them. 1. Key words and phrases: (1) “play a significant role in” – explain its meaning (“be very important in”) and give example sentences related to students’ daily life, such as “Reading plays a significant role in improving our English ability.” (2) “break down” – explain its multiple meanings, focusing on the meaning of “decompose” in the text (“When a jaguar dies, a tiny army of microorganisms helps break down its body”). (3) “due to” – explain its usage (used to indicate the reason) and distinguish it from “because of” simply. 2. Key sentence patterns: (1) Comparative sentence: “With an area of around 6 million square kilometres, the Amazon rainforest is more than half the size of China.” Guide students to analyze the structure of the comparative sentence and practice making sentences with “more than... the size of...”. (2) Passive sentence: “About 17 per cent of the rainforest has disappeared due to human activities such as agriculture and cattle farming.” Explain the usage of the present perfect tense passive voice and its expression effect in the text. (3) Rhetorical question: “Can we afford to damage the lungs of the planet?” Analyze the function of the rhetorical question (arouse readers’ thinking and attention) and guide students to understand the author’s intention of using this sentence. Design Intention: The analysis of language focus is an important part of improving students’ language competence. By explaining key words, phrases, and sentence patterns in combination with the context, students can not only understand their meanings and usages but also apply them flexibly in subsequent expression activities. The practice of making sentences helps students consolidate their mastery of language points, and the analysis of rhetorical devices helps students appreciate the beauty of the text language, improve their language appreciation ability, and lay a foundation for the subsequent post-reading expression activities. III. Post-reading: Consolidation and Application (Apply the learned knowledge, improve comprehensive language ability) Activity 1: Text Retelling. Organize students to retell the text in groups of 3. The teacher provides a retelling outline based on the text structure: 1. Introduction of the Amazon rainforest (location, size, role); 2. Biodiversity (plants and animals); 3. Value and threats. Each student is responsible for one part, and then the group combines the three parts to complete the whole text retelling. After the group preparation, invite 2-3 groups to perform the retelling in class. The teacher comments on their performance, affirming their advantages and putting forward suggestions for improvement, such as adding more details or using more complex sentences. Design Intention: Text retelling is an effective way to consolidate the text content and improve students’ oral expression ability. By providing a retelling outline, it helps students sort out the text structure and key information, and reduces the difficulty of retelling. Group cooperation allows students to help each other, improve their communication ability and cooperative learning ability. The teacher’s comment helps students find their own deficiencies and improve their oral expression ability, which is conducive to improving their language competence. Activity 2: Group Discussion. The teacher puts forward the discussion topic: “What can we do to protect the Amazon rainforest and maintain the balance of nature?” Divide students into groups of 5, and each group discusses the topic from different angles, such as individual actions, social actions, and national actions. During the discussion, the teacher walks around to guide students to use the key words and sentence patterns learned in the text, such as “We should...”, “We can...”, “It is important to...”. After the discussion, each group sends a representative to share their group’s opinions. The teacher summarizes the students’ opinions, emphasizes that protecting the rainforest is the responsibility of every person, and guides students to establish a sense of environmental protection. Design Intention: Group discussion combines the text content with real life, which helps students apply the learned language knowledge to practical communication, improve their oral expression ability and logical thinking ability. The discussion topic is closely related to the theme of “nature in the balance”, which can deepen students’ understanding of the importance of ecological balance, cultivate their social responsibility and global awareness, and realize the integration of language learning and moral education. At the same time, group cooperation can stimulate students’ thinking, make them put forward more creative suggestions, and improve their cooperative learning ability. Activity 3: Writing Practice. Ask students to write a short passage (80-100 words) with the title “My Suggestions on Protecting the Amazon Rainforest”. The teacher requires students to use at least 3 key words and 2 key sentence patterns learned in the text. Before writing, the teacher gives a simple writing outline: 1. The importance of the Amazon rainforest; 2. The threats it faces; 3. Your suggestions. After students finish writing independently, invite 2-3 students to read their passages in class. The teacher comments on their writing, focusing on the use of key words and sentence patterns, grammar correctness, and logical coherence, and puts forward suggestions for revision. Design Intention: Writing practice is an important way to test students’ mastery of language knowledge and improve their writing ability. By combining the text theme with writing, it helps students apply the learned key words and sentence patterns flexibly, consolidate the text content, and improve their language competence. The writing outline helps students organize their ideas and ensure the logical coherence of the passage. The teacher’s comment helps students find their own deficiencies in writing and improve their writing level. At the same time, writing about protecting the rainforest can further strengthen students’ environmental awareness and social responsibility. Activity 4: Summary and Reflection. The teacher guides students to summarize the content of this class: 1. What have we learned about the Amazon rainforest? (basic information, biodiversity, value, threats) 2. What key words, phrases, and sentence patterns have we mastered? 3. What have we realized about the balance of nature? Then, ask students to reflect on their own performance in this class, such as what they have done well, what they need to improve, and what questions they still have. The teacher answers students’ questions and encourages them to continue to pay attention to environmental issues and learn English well. Design Intention: Summary and reflection help students sort out the knowledge learned in this class, consolidate the learning results, and form a systematic knowledge framework. By reflecting on their own performance, students can clearly understand their own advantages and deficiencies, which is conducive to improving their learning efficiency. The teacher’s encouragement and answer to questions can enhance students’ learning confidence and stimulate their enthusiasm for learning English and caring about environmental issues, which is conducive to the all-round development of students’ four-dimensional key competencies. IV. Extension Activity (Expand students’ horizons and deepen their understanding of the theme) Assign an after-class extension task: Ask students to search for relevant information about other ecological environments in the world (such as the Great Barrier Reef, the African savanna) that are facing threats, and write a short report (100-120 words) introducing the current situation of these ecological environments and the protection measures taken. Require students to use the reading strategies and language knowledge learned in this class. The next class will invite students to share their reports. Design Intention: The extension activity expands the theme of the class, helps students connect the text content with the real world, broaden their horizons, and deepen their understanding of the importance of ecological balance. Searching for information independently can cultivate students’ information retrieval ability and autonomous learning ability. Writing a report can further consolidate the language knowledge and reading and writing skills learned in this class, and improve students’ comprehensive language ability. At the same time, it can further strengthen students’ environmental awareness and social responsibility, and realize the long-term goal of cultivating students’ four-dimensional 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 $