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

Unit 1 Nature in the Balance-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to express views on ecological balance in English, cultural awareness to value ecological protection, thinking quality to analyze ecological problems logically, and learning ability to summarize and apply unit knowledge independently. 2. 教学重难点 Key points: Mastering unit core words (e.g., ecosystem, biodiversity) and phrases, and using complex sentences to describe ecological issues. Difficult points: Analyzing ecological problems critically and writing coherent arguments on environmental protection. 教学过程 1. Pre-Assessment: Lead-in and Revision (Warm-up & Knowledge Consolidation) The teacher starts the class with a short video clip about the Amazon rainforest, showing the beauty of its ecosystem and the threats it faces, such as deforestation and species extinction. After playing the video, the teacher asks two guiding questions: “What can you see in the video? What problems is the Amazon rainforest facing?” Students are invited to answer the questions freely in English. Then, the teacher organizes a quick revision activity: students work in pairs to list the core words and phrases of the unit they have learned, such as ecosystem, biodiversity, species, do harm to, cut down, in danger of, and come up with. After 3 minutes, several pairs are invited to share their lists with the whole class, and the teacher supplements and corrects them, focusing on the pronunciation and usage of key words like “biodiversity” and “extinction”. Design Intention: The video lead-in is designed to arouse students’ interest in the unit theme of “Nature in the Balance” and activate their prior knowledge about ecological issues. The pair revision activity helps students consolidate the unit’s core vocabulary and phrases, laying a solid language foundation for the subsequent assessment-related activities. It also cultivates students’ cooperative learning ability and strengthens their memory of key knowledge through mutual communication. 2. During-Assessment: Skill Training and Task Implementation 2.1 Listening Assessment Training The teacher distributes listening task sheets to students, which include two parts: short conversations and a long passage. The listening materials are closely related to the unit theme, focusing on topics such as environmental protection measures, the impact of human activities on nature, and the importance of maintaining ecological balance. Before playing the listening materials, the teacher guides students to predict the content based on the task sheets, reminding them to pay attention to key information such as time, place, and opinions. Then, the teacher plays the listening materials twice: for the first time, students listen and complete the basic information; for the second time, they check and supplement their answers. After that, the teacher checks the answers with the whole class, explains the difficult listening points, such as the understanding of long sentences and the discrimination of similar sounds, and summarizes listening skills, such as grasping topic sentences and key words. Design Intention: This activity aims to assess and improve students’ listening ability, which is an important part of language ability in core literacy. The listening materials closely linked to the unit theme help students apply the unit knowledge in listening comprehension, and the skill guidance enables students to master scientific listening methods, improving their listening efficiency. Predicting before listening also cultivates students’ logical thinking ability and ability to obtain information actively. 2.2 Reading Assessment Training The teacher provides a reading passage titled “How to Protect Our Ecosystem”, which introduces the current situation of global ecological imbalance, the causes of the problem, and practical protection measures. The passage is of appropriate difficulty, including the unit’s core words, phrases, and grammatical structures. Students are asked to read the passage independently and complete three tasks: Task 1: Choose the best answer for each question (focusing on the understanding of details and main ideas); Task 2: Fill in the blanks with the correct forms of the given words (focusing on the usage of core words and word formation); Task 3: Answer the questions in complete sentences (focusing on the ability to extract and reorganize information). During the reading process, students can ask the teacher for help if they encounter difficulties. After students finish the tasks, the teacher organizes group discussions: each group discusses their answers and analyzes the reasons for wrong answers. Then, the teacher comments on the tasks, focusing on the key and difficult points in the passage, such as the understanding of complex sentences, the usage of words like “consequence” and “sustainable”, and the logical structure of the passage. The teacher also guides students to summarize the reading skills of argumentative passages, such as identifying the topic sentence, grasping the logical relationship between paragraphs, and extracting key information. Design Intention: Reading is an important way for students to obtain information and improve their language ability. This reading task not only assesses students’ reading comprehension ability but also helps them consolidate the unit’s core knowledge. Group discussions encourage students to communicate and cooperate, learn from each other, and improve their ability to analyze and solve problems. The summary of reading skills helps students form systematic reading methods, which is conducive to improving their learning ability and thinking quality. 2.3 Speaking Assessment Training The teacher divides students into groups of 4 and assigns a discussion topic: “What can we do as high school students to protect nature and maintain ecological balance?” Each group is given 5 minutes to prepare: they need to list at least 3 specific measures and explain the reasons. During the preparation, the teacher walks around the classroom, provides guidance to groups that have difficulties, such as helping them use the unit’s core words and phrases correctly, and guiding them to organize their language logically. After the preparation, each group sends a representative to make a 2-minute speech, introducing the group’s views. Other students listen carefully and ask questions or give comments after the speech. The teacher evaluates each group’s performance from three aspects: language accuracy (usage of words and sentences), fluency, and logicality, and gives positive feedback and improvement suggestions. For example, the teacher may say: “Your speech is very fluent, and you have used many unit core phrases like ‘cut down’ and ‘protect biodiversity’. If you can add more specific examples, your speech will be more persuasive.” Design Intention: Speaking training is an important part of improving students’ language ability and communication ability. The discussion topic is closely related to students’ daily life, which can stimulate their enthusiasm to participate and help them apply the unit knowledge to practical communication. Group preparation cultivates students’ cooperative learning ability and ability to organize language, while the teacher’s evaluation and feedback help students find their own shortcomings and improve their speaking skills. Asking questions and giving comments also cultivates students’ critical thinking ability and listening ability. 2.4 Writing Assessment Training The teacher assigns a writing task: Write an argumentative essay titled “The Importance of Maintaining Ecological Balance”, with a requirement to use at least 5 unit core words and phrases, and clarify the views clearly with reasonable arguments. Before students start writing, the teacher guides them to outline the structure of the essay: the introduction (put forward the topic and point out the importance of ecological balance), the main body (list the reasons why ecological balance is important and the consequences of ecological imbalance), and the conclusion (put forward suggestions and call on everyone to protect nature). The teacher also provides some useful sentence patterns, such as “As far as I am concerned...”, “It is necessary for us to...”, “If we do not protect nature, we will...”, to help students organize their language. During the writing process, the teacher walks around the classroom, checks students’ writing, and provides targeted guidance, such as correcting grammatical mistakes, helping students improve the logicality of their articles, and reminding them to use the unit’s core knowledge correctly. After students finish writing, they exchange their essays with their deskmates and evaluate each other according to the evaluation criteria (language accuracy, logicality, usage of core words, and coherence). Then, the teacher selects several typical essays (both excellent and defective) to comment on in class: for excellent essays, the teacher affirms their strengths and encourages other students to learn from them; for defective essays, the teacher points out the problems and gives specific modification suggestions. Finally, students revise their own essays according to the teacher’s comments and their deskmates’ suggestions. Design Intention: Writing is a comprehensive reflection of students’ language ability, thinking quality, and learning ability. This writing task requires students to apply the unit’s core knowledge to practical writing, which helps consolidate their knowledge and improve their writing skills. Guiding students to outline helps them organize their ideas logically and improve the coherence of their articles. Peer evaluation and teacher’s comments help students find their own shortcomings, learn from each other, and improve their writing ability. Revising essays enables students to deepen their understanding of the knowledge and improve their ability to correct mistakes independently. 3. Post-Assessment: Summary, Evaluation and Extension 3.1 Knowledge Summary The teacher leads students to summarize the key knowledge of the unit again, focusing on the core words, phrases, grammatical structures, and the theme of “Nature in the Balance”. The teacher invites students to take turns to share what they have learned in this class, and supplements and sorts out the knowledge to form a systematic knowledge framework. For example, the teacher helps students sort out the word formation of unit core words (such as harm → harmful, extinction → extinct), and the usage of key phrases (such as do harm to, in danger of, come up with). At the same time, the teacher emphasizes the connection between the unit knowledge and real life, guiding students to realize that protecting nature is everyone’s responsibility. Design Intention: Summarizing the knowledge helps students sort out the unit’s key content, form a systematic knowledge structure, and deepen their memory and understanding of the knowledge. Inviting students to share their learning results enhances their sense of participation and achievement, and cultivates their ability to summarize and express. Emphasizing the connection between knowledge and real life helps students establish a correct ecological concept and cultivate their cultural awareness. 3.2 Comprehensive Evaluation The teacher makes a comprehensive evaluation of students’ performance in this class, including their participation in activities, mastery of knowledge, and performance in listening, speaking, reading, and writing tasks. The evaluation adheres to the principle of “encouragement first”, affirming students’ progress and strengths, and putting forward targeted improvement suggestions. For example, the teacher says: “Most of you have performed well in today’s class. You actively participated in group discussions, mastered the unit’s core knowledge, and made great progress in speaking and writing. However, some students still have difficulties in listening to long passages and writing coherent arguments. I hope you can practice more after class.” At the same time, the teacher guides students to conduct self-evaluation: students reflect on their own performance in this class, analyze their strengths and shortcomings, and put forward their own learning plans for the next stage. Design Intention: Comprehensive evaluation helps students understand their own learning situation, clarify their strengths and shortcomings, and improve their learning motivation. Teacher’s encouragement and targeted suggestions can help students build confidence and find the direction of improvement. Self-evaluation cultivates students’ ability to reflect and summarize, which is an important part of learning ability in core literacy. 3.3 Extension Activity The teacher assigns an after-class extension task: Students are required to work in groups to make a poster about “Ecological Protection”, which includes the importance of ecological balance, the current ecological problems, and specific protection measures. The poster should be in English, and use at least 8 unit core words and phrases. The groups need to present their posters in the next class. In addition, students are encouraged to pay attention to environmental news in daily life, read English articles about ecological protection, and accumulate relevant vocabulary and expressions. Design Intention: The extension activity combines the unit knowledge with practical operation, which can stimulate students’ interest in learning and improve their ability to apply knowledge. Making posters in groups cultivates students’ cooperative learning ability, creative thinking ability, and practical ability. Paying attention to environmental news and reading English articles helps students expand their horizons, accumulate knowledge, and further enhance their cultural awareness and sense of social responsibility. 4. Teaching Reflection (Implied in the Whole Process) Throughout the teaching process, the teacher pays close attention to students’ performance, adjusts the teaching progress and methods in a timely manner according to students’ learning situation, and ensures that all students can participate in the teaching activities and gain something. The teacher focuses on the cultivation of students’ four-dimensional core literacy, integrates the core literacy goals into each teaching link, and realizes the organic combination of knowledge teaching and literacy cultivation. At the same time, the teacher pays attention to the individual differences of students, provides targeted guidance for students with different learning levels, and ensures that each student can make progress in their original foundation. Design Intention: Teaching reflection is an important part of improving teaching quality. By reflecting on the teaching process, the teacher can find the advantages and disadvantages of the teaching design, adjust and improve the teaching methods in a timely manner, and better meet the needs of students’ learning. Paying attention to individual differences helps to realize individualized teaching, ensure the fairness of teaching, and promote the all-round development of students. 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 $