Unit 1 Nature in the Balance-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 Language competence: Master core environmental vocabulary and argumentative structure. Cultural awareness: Understand global environmental issues and cross-regional environmental protection concepts. Thinking quality: Cultivate critical thinking and logical analysis ability. Learning ability: Develop autonomous and cooperative learning skills in thematic exploration. 2. 教学重难点 Key points: Grasp the text’s problem-cause-solution structure, master core vocabulary like pollution, ecosystem and measures. Difficult points: Analyze long and complex sentences and express personal views on environmental protection logically in English. 教学过程 I. Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video clip about environmental pollution in a city, which includes scenes of dirty rivers, smoggy skies and dying plants. After playing the video, the teacher asks two guiding questions: “What environmental problems can you see in the video?” and “What do you think are the causes of these problems?” Then, the teacher invites 3-4 students to share their answers in English. After the sharing, the teacher summarizes the students’ views and naturally leads to the topic of the extended reading: “Today we will read a news program about pollution in Norgate, which will help us explore the relationship between economic development and environmental protection.” Design Intention: The video clip is intuitive and vivid, which can quickly attract students’ attention and arouse their emotional resonance. The guiding questions can activate students’ prior knowledge about environmental pollution, help them connect their daily life experience with the text theme, and lay a foundation for the subsequent reading. Meanwhile, asking students to answer in English can effectively practice their oral expression ability and create a good English learning atmosphere at the beginning of the class. II. Pre-reading: Preview Vocabulary and Predict Text Content First, the teacher presents the core vocabulary of the text on the blackboard or multimedia, including resident, smog, profit, measure, policy, recycle, etc. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences combined with the text context, such as “A local resident complained about the pollution in the city.” and “The factory took measures to reduce pollution.” Then, the teacher asks students to read the title of the extended reading “News that Matters: Pollution in Norgate” and the names of the three guests (James Smith, Vincent Brown, Julie Archer) and their identities. Then, the teacher guides students to predict: “What do you think each guest will talk about regarding Norgate’s pollution? Write down your predictions in pairs.” After 3 minutes of pair discussion, the teacher invites several pairs to share their predictions. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. By guiding students to predict the text content based on the title and guest identities, it can stimulate students’ reading desire and initiative, and help them form a preliminary cognitive framework of the text, which is conducive to their in-depth understanding of the text later. III. While-reading: In-depth Comprehension and Language Analysis This part is divided into three steps: fast reading, careful reading and language focus analysis, to help students gradually deepen their understanding of the text. 1. Fast Reading The teacher asks students to read the text quickly and complete two tasks: (1) Determine the main theme of the text: What is the main content of this news program? (2) Match each guest with their main viewpoint (the options are listed on the multimedia: A. Factories should take responsibility for pollution but also bring economic benefits; B. Pollution has seriously affected people’s lives and heavy industry should be removed; C. Environmental protection requires the joint efforts of the government, factories and the whole community). After students finish reading, the teacher checks the answers and summarizes: The text is a news program about Norgate’s pollution, in which three guests express their different views on pollution and its solutions. Design Intention: Fast reading aims to train students’ ability to grasp the main idea of the text quickly. The two tasks are designed to guide students to focus on the core content of the text, avoid being distracted by trivial details, and lay a foundation for careful reading. 2. Careful Reading The teacher asks students to read the text carefully and complete the following tasks in groups of 4: Task 1: Underline the key sentences that reflect each guest’s viewpoint and supporting details. For example, James Smith’s viewpoint is that pollution is awful and heavy industry should go, and the supporting details are that the air, grass and water have become worse, he can’t enjoy outdoor activities and has a persistent cough. Task 2: Fill in the table about the causes and solutions of Norgate’s pollution mentioned in the text. The table includes three columns: Causes, Solutions from Factories, Solutions from the Environmental Protection Committee. Task 3: Discuss the following question in groups: “What is the relationship between economic development and environmental protection according to the text? Do you agree with the viewpoints of the three guests? Why?” After 10 minutes of group discussion, the teacher invites each group to send a representative to share their answers. For Task 1 and Task 2, the teacher corrects and supplements the answers to ensure that students grasp the key details of the text. For Task 3, the teacher guides students to express their own views freely, encourages different opinions, and guides students to realize that economic development and environmental protection can be balanced. Design Intention: Careful reading is the key link to deepen students’ understanding of the text. By asking students to underline key sentences and fill in the table, it can help students sort out the text structure and grasp the key details. Group discussion can cultivate students’ cooperative learning ability and critical thinking ability. Guiding students to express their own views can not only consolidate their understanding of the text, but also improve their oral expression ability and logical thinking ability. 3. Language Focus Analysis Based on the text, the teacher focuses on analyzing the key language points and sentence structures to help students master the language knowledge and improve their language application ability. First, the teacher analyzes the key phrases: (1) “get rid of”: explain its meaning (“to remove or free oneself from something unwanted”) and give example sentences combined with the text (“it’s also given me a cough that I can’t get rid of”). (2) “in defence of”: explain its meaning (“to speak or act in support of someone or something”) and example sentence (“In defence of the factories, however, I’d like to point out that we also try to control the amount of pollution we produce.”). (3) “work hand in hand”: explain its meaning (“to cooperate closely with someone”) and example sentence (“We also work hand in hand with other branches of government to ensure that development strategies are followed in an environmentally friendly way.”). Then, the teacher analyzes the complex sentences in the text: (1) “Norgate’s rapid development has had significant environmental costs.”: Explain the structure of the sentence (subject: Norgate’s rapid development; predicate: has had; object: significant environmental costs) and guide students to translate it into Chinese. (2) “While a significant number of jaguars survive here, they are only one element of this forest’s food chain.”: Explain the usage of “while” (conjunction, meaning “although”) and the structure of the complex sentence (adverbial clause of concession + main clause), and ask students to make similar sentences. (3) “Fighting pollution isn’t just a task for factories and the government. It has to be a community-wide effort, and everyone can help by following the golden rule: reduce, reuse and recycle.”: Analyze the parallel structure in the sentence and the function of the colon, and guide students to understand the importance of community participation in environmental protection. In the process of analysis, the teacher asks students to read the sentences aloud and practice making sentences with the key phrases and sentence structures, so as to help students master and apply the language knowledge. Design Intention: Language focus analysis is an important part of English teaching, which can help students master the key language points and sentence structures in the text, and lay a foundation for their subsequent language application. By combining the text context to explain and practice, it can make students better understand the usage of language knowledge and avoid mechanical memory. IV. Post-reading: Consolidation and Extension This part includes two activities: language practice and thematic extension, to help students consolidate the knowledge they have learned and extend their thinking. 1. Language Practice The teacher arranges a filling-in-the-blank exercise on the multimedia. The exercise uses the key vocabulary and phrases learned in the text, and the context is closely related to the text. For example: (1) The local ______ (resident) are worried about the pollution of the river. (2) The factory has taken various ______ (measure) to reduce pollution. (3) We should ______ (recycle) waste to protect the environment. (4) The government and the public work ______ (hand in hand) to fight pollution. Students complete the exercise independently, and then the teacher checks the answers and explains the difficult points. Then, the teacher asks students to rewrite a paragraph of the text using the key language points they have learned. For example, ask students to rewrite James Smith’s description of pollution in Norgate using the phrases “get rid of”, “no longer”, “due to” and other key phrases. After students finish rewriting, the teacher invites several students to share their works and gives comments and suggestions. Design Intention: Language practice can help students consolidate the key vocabulary and phrases they have learned, and improve their ability to use language knowledge flexibly. Rewriting the text can not only deepen students’ understanding of the text, but also improve their writing ability, realizing the integration of reading and writing. 2. Thematic Extension The teacher guides students to carry out a group discussion with the theme “What can we do as high school students to protect the environment?”. The teacher puts forward some guiding questions: “What environmental problems exist around us?”, “What can we do in our daily life to reduce pollution?”, “How can we call on more people to participate in environmental protection?”. Each group discusses for 5 minutes and then makes a 2-minute English presentation to introduce their ideas and suggestions. After the presentations, the teacher makes a summary: Environmental protection is the responsibility of everyone, and as high school students, we can do small things in our daily life, such as saving water and electricity, reducing the use of plastic bags, sorting garbage, etc., to contribute to protecting the environment. Then, the teacher assigns a homework task: Write a short English passage (100-120 words) about “My Environmental Protection Actions”, using the key vocabulary and sentence structures learned in the text. Design Intention: Thematic extension can help students connect the text theme with their own life, realize the practical significance of environmental protection, and cultivate their sense of social responsibility. Group presentation and homework can not only practice students’ oral and writing abilities, but also deepen their understanding of the theme of “Nature in the Balance”, and achieve the goal of cultivating students’ cultural awareness and social responsibility. V. Summary and Reflection The teacher summarizes the content of the class: In this class, we read a news program about Norgate’s pollution, grasped the text’s structure and key details, mastered the core vocabulary and key sentence structures, and discussed the relationship between economic development and environmental protection. We also put forward our own suggestions on environmental protection. Then, the teacher guides students to reflect on their own learning: “What have you learned in this class? What difficulties have you encountered? How can you improve in the future?”. Students think independently for 2 minutes and then share their reflections with the class. The teacher listens carefully to the students’ reflections and gives corresponding guidance and encouragement. Design Intention: Summary can help students sort out the knowledge they have learned in the class and form a systematic cognitive structure. Reflection can help students realize their own advantages and disadvantages in learning, and clarify the direction of improvement, which is conducive to improving their learning ability and learning efficiency. 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 $