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

Unit 1 Nature in the Balance-Integrated Skills 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and expressions about animal protection and natural balance, and improve comprehensive skills of listening, speaking, reading and writing. Cultural Awareness: Understand the global significance of ecological protection, establish the concept of harmony between humans and nature, and enhance cross-cultural ecological consensus. Thinking Quality: Develop logical thinking through analyzing the causes and solutions of ecological problems, and cultivate critical thinking by distinguishing environmental information. Learning Ability: Master strategies of extracting key information from listening and reading materials, and improve autonomous and cooperative learning abilities in group activities. 2. 教学重难点 Key Points: Extract direct and indirect causes of animal harm from reading materials, grasp core measures of animal protection and their English expressions, and master the three-paragraph structure of appeal articles. Difficult Points: Integrate multi-source information from listening and reading without repetition or omission, and use persuasive and emotional language in appeal writing with proper examples. 教学过程 Step 1: Lead-in (Lead-in and Theme Activation) The teacher starts the class with a multimedia presentation, showing two groups of contrasting pictures: one group is the beautiful scenery of nature, such as dense forests, clear rivers and lively animals; the other group is the scenes of ecological damage, such as melting glaciers, polluted oceans and animals losing their habitats. Then the teacher asks three guiding questions in English: “Do you like animals? Why?”, “Can animals live in nature free from harm and fear? Why?”, “In your opinion, who is the most fearsome factor affecting the balance of nature?”. After asking the questions, the teacher gives students 3 minutes to discuss freely in pairs, and then invites 2-3 pairs to share their opinions in front of the whole class. During the sharing process, the teacher guides students to use simple English expressions related to nature and animal protection, such as “protect animals”, “pollution”, “habitat loss” and so on, and timely corrects their pronunciation and grammar errors. Design Intention: This link adopts the situational lead-in method, which stimulates students' interest in learning through visual contrast pictures and guides students to quickly enter the theme of “Nature in the Balance”. The pair discussion activity not only activates students' existing knowledge reserve about ecological protection, but also creates a relaxed English communication atmosphere, laying a foundation for the smooth development of subsequent listening, speaking, reading and writing activities. At the same time, it subtly cultivates students' awareness of ecological protection and paves the way for the cultivation of cultural awareness in core literacy. Step 2: Reading (Input and Information Extraction) First, the teacher distributes the reading materials (the news report in the Integrated Skills section of the textbook), and asks students to read the materials quickly (skimming) and answer the following questions: “What is the main idea of this news report?”, “What is the development structure of the news report?”. After students finish reading, the teacher invites several students to answer the questions, and summarizes that the main idea of the news report is that human activities have caused increasing harm to animals, and the development structure is “thesis statement + deduction”. Then, the teacher asks students to read the materials carefully (scanning) and complete the following tasks: 1. Underline the direct and indirect impacts of human activities on animals mentioned in the materials; 2. List the three main reasons why people hunt animals; 3. Sort out the ways that human activities indirectly affect animals. After students complete the tasks independently, the teacher organizes group discussions, and each group exchanges their answers and supplements each other. Then the teacher makes a centralized comment, sorts out the key points of the reading materials with the help of a mind map: the direct impacts include hunting animals for food, fashion and fun; the indirect impacts include destroying animal habitats by building farms and factories, and polluting the environment (air, water, noise and light pollution). At the same time, the teacher emphasizes the core vocabularies and expressions in the reading materials, such as “hunt”, “extinct”, “pollution”, “habitat”, “survive”, “have a destructive impact on” and so on, and explains their usage and collocations with specific examples. For example, the teacher gives the sentence “Human activities have a destructive impact on animal habitats.” to help students understand the collocation of “have a destructive impact on”. Design Intention: This link focuses on training students' reading skills of skimming and scanning, which helps students quickly grasp the main idea and key details of the reading materials, and improves their ability to extract information, which is the key to cultivating students' language ability. The group discussion activity promotes students' cooperative learning, enables students to learn from each other and complement each other, and improves their communication and cooperation ability. The explanation of core vocabularies and expressions helps students accumulate language materials, laying a foundation for subsequent listening and writing activities. The use of mind maps makes the key information of the reading materials more intuitive, which is conducive to students' memory and understanding, and also cultivates students' logical thinking ability. Step 3: Listening (Input and Information Consolidation) Before listening, the teacher guides students to predict the content of the listening material. The teacher says: “We have learned about the harm caused by human activities to animals through reading. Now we will listen to a video about animal protection. Please guess what content will be involved in the video?”. Students can freely express their guesses, such as “the importance of animal protection”, “measures to protect animals” and so on. Then the teacher plays the listening material (the video supporting the Integrated Skills section) for the first time, and asks students to listen carefully and get the main idea of the listening material: the importance of animal protection and specific protection measures. Then the teacher plays the listening material for the second time, and asks students to complete the note-taking task in the textbook. The task requires students to fill in the key information about the importance of animal protection and specific protection measures. During the listening process, the teacher reminds students to focus on the key words and sentences, such as signal words like “first”, “second”, “besides” and so on, which help to find the key information. After listening, students check their answers in pairs, and then the teacher plays the listening material again for the third time, focusing on the parts that students find difficult to understand, and explains the key sentences and difficult points in the listening material. After completing the note-taking task, the teacher organizes students to retell the content of the listening material with the help of the notes they have taken. Each student is given 1 minute to prepare, and then 3-4 students are invited to retell in front of the whole class. The teacher evaluates their retelling, affirms their advantages, and puts forward suggestions for improvement, such as adding more details or using more accurate expressions. Design Intention: The pre-listening prediction link can activate students' thinking, help students establish a connection between the known information (reading content) and the unknown information (listening content), and improve their listening efficiency. Playing the listening material for many times and arranging different tasks each time conforms to the law of listening teaching, which helps students gradually deepen their understanding of the listening material. The note-taking task trains students' ability to capture key information in listening, and the retelling task not only consolidates the listening content, but also exercises students' oral expression ability, realizing the organic combination of listening and speaking skills. At the same time, the listening material about animal protection measures supplements the reading content, forming a complete input system of “harm causes + protection measures”. Step 4: Speaking (Internalization and Language Application) On the basis of reading and listening input, the teacher organizes a group discussion activity with the theme “How can we protect animals in our daily life?”. First, the teacher divides students into groups of 4-5, and assigns roles to each group member: recorder, speaker, illustrator and questioner. The recorder is responsible for recording the key points of the group's discussion; the speaker is responsible for expressing the group's opinions in front of the whole class; the illustrator is responsible for drawing simple pictures to assist the expression; the questioner is responsible for putting forward questions to other groups. Before the discussion, the teacher provides students with language support (scaffolding), including common expressions for putting forward suggestions, such as “We should...”, “We can...”, “It is necessary to...”, “We had better...”, and common expressions related to animal protection, such as “protect animal habitats”, “reduce pollution”, “refuse to buy animal products”, “call on more people to join in animal protection activities” and so on. Then the teacher gives students 8 minutes to discuss freely. During the discussion, the teacher walks around each group, guides students to use the language materials learned in reading and listening, solves the language difficulties encountered by students in time, and encourages students to express their opinions boldly. After the discussion, each group's speaker takes turns to express the group's opinions, and the illustrator displays the pictures drawn. After each group's speech, the questioner of other groups can put forward questions, such as “Why do you think this measure is effective?”, “How can we ensure the implementation of this measure?”, and the speaker of the group answers the questions. Finally, the teacher makes a summary, sorts out the effective animal protection measures put forward by each group, affirms the active performance of each group, and emphasizes the importance of putting animal protection into action. Design Intention: This link adopts the task-based teaching method, with group discussion as the main form, which fully mobilizes students' enthusiasm and initiative, and realizes the transformation from language input to language output. The role assignment makes each student have a clear task, which is conducive to improving the efficiency of group discussion and cultivating students' sense of responsibility. The provision of language scaffolding reduces the difficulty of oral expression for students, helps students better apply the language materials learned, and improves their oral communication ability. The question-and-answer link after the speech not only enriches the form of the activity, but also cultivates students' critical thinking ability and logical reasoning ability, which is in line with the requirements of cultivating thinking quality in core literacy. Step 5: Writing (Output and Comprehensive Application) First, the teacher introduces the writing task: write an appeal article for the school newspaper, calling on students to take action to protect animals. The teacher clarifies the requirements of the writing task: 1. The article should follow the three-paragraph structure: clarify the importance of animal protection, analyze the harm caused by human activities to animals, and put forward practical protection measures; 2. The article should be logical and persuasive, and properly use the language materials learned in reading and listening; 3. The article should have a clear theme and positive appeal. Then the teacher guides students to sort out the writing ideas. The teacher says: “We have learned about the harm caused by human activities to animals through reading, and mastered the measures to protect animals through listening and speaking. Now we need to integrate this information into an appeal article. The first paragraph can introduce the importance of animals to nature and humans; the second paragraph can briefly analyze the current situation of animal harm caused by human activities; the third paragraph can put forward specific protection measures and call on students to take action.” At the same time, the teacher provides students with writing templates and key expressions, such as the opening sentence “Animals are an important part of nature, and they play a vital role in maintaining the balance of nature.”, the transitional sentence “However, human activities have brought great harm to animals in recent years.”, and the closing sentence “Let's take action together to protect animals and maintain the balance of nature.”. After clarifying the writing ideas and requirements, students start to write independently. During the writing process, the teacher walks around, answers the questions raised by students, and gives guidance to students with weak writing ability, such as how to organize sentences, how to use the learned expressions, and how to improve the persuasiveness of the article. After students finish writing, they exchange their articles in pairs and revise each other's articles according to the evaluation criteria (theme clarity, logicality, language accuracy, and use of learned materials). Then the teacher selects 2-3 excellent articles and 1-2 articles that need improvement, reads them out in class, and makes comments, pointing out the advantages and deficiencies of the articles, and guiding students to further revise their articles. Design Intention: Writing is the comprehensive application of listening, speaking and reading skills, which is an important link to test students' language ability. The setting of the writing task (writing an appeal article for the school newspaper) simulates a real language communication scene, which improves the practicality and pertinence of language application. The guidance of writing ideas and the provision of writing templates and key expressions help students clarify the writing direction, reduce the difficulty of writing, and ensure that students can effectively apply the language materials learned in the previous links. The peer review and teacher evaluation links help students find their own deficiencies, learn from each other's advantages, and improve their writing ability. At the same time, the writing task also strengthens students' awareness of animal protection and social responsibility, and realizes the integration of language teaching and moral education. Step 6: Summary and Extension First, the teacher leads students to summarize the content of this lesson: in this lesson, we have improved our reading ability by reading news reports about animal harm, enhanced our listening ability by listening to materials about animal protection, exercised our oral expression ability through group discussions, and completed the comprehensive application of language through writing appeal articles. We have also mastered a lot of core vocabularies and expressions about animal protection, and deepened our understanding of the importance of maintaining the balance of nature. Then the teacher carries out the extension activity: asks students to do a small survey after class, investigate the awareness of animal protection among their family members and friends, and write a short survey report (about 100 words) in English. The teacher reminds students to use the language materials and writing skills learned in this lesson when writing the survey report. At the same time, the teacher recommends some English environmental protection websites and videos to students, such as the official website of the World Wildlife Fund (WWF), and encourages students to learn more about animal protection knowledge after class and take practical actions to protect animals. Design Intention: The summary link helps students sort out the knowledge and skills learned in this lesson, form a systematic knowledge structure, and deepen their memory and understanding. The extension activity extends the teaching content from the classroom to the outside of the classroom, which not only consolidates the knowledge and skills learned in this lesson, but also improves students' autonomous learning ability and practical application ability, which is in line with the requirements of cultivating learning ability in core literacy. The recommendation of environmental protection websites and videos enriches students' learning resources, broadens their horizons, and further strengthens their awareness of ecological protection, realizing the long-term goal of cultural awareness cultivation. 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 $