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

Unit 1 Nature in the Balance-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on cultivating students’ language ability to talk about nature balance in English, cultural awareness of cherishing global ecology, thinking quality of analyzing ecological contradictions, and learning ability of exploring and cooperating to lay a foundation for subsequent unit learning. 2. 教学重难点 Key points: Master core words and expressions related to nature and ecology, and use simple English to express views on ecological balance. Difficult points: Understand the interdependence in nature and express personal opinions coherently and logically. 教学过程 Step 1: Lead-in (Lead students into the unit theme and activate prior knowledge) The teacher starts the class by showing a series of vivid pictures and short video clips with the help of multimedia. The materials include the blue sky and white clouds, dense forests, clear lakes, and lively animals such as birds, deer and fish, as well as contrasting scenes: melting glaciers, polluted rivers, withered plants and homeless animals. After playing, the teacher asks simple and direct questions in English: “What do you see in these pictures? How do you feel when you look at the first group of pictures and the second group? What’s the difference between them?” Then, the teacher guides students to freely express their feelings and observations in simple English. Some students may say “The first group is beautiful and lively” or “The second group is sad and terrible”. The teacher affirms students’ answers positively, and then naturally leads to the theme of the unit: “Today we will start to learn Unit 1 Nature in the Balance. We will explore the relationship between nature and human beings, and find out how to keep the balance of nature.” Design Intention: The visual audio-visual materials can quickly attract students’ attention and arouse their emotional resonance. The contrasting scenes help students initially perceive the importance of ecological balance. The simple and easy-to-answer questions lower the threshold of oral expression, encourage students to participate actively, activate their prior knowledge about nature and ecology, and lay a good emotional and cognitive foundation for the subsequent teaching activities. Step 2: Vocabulary Preview (Master core vocabulary and lay the foundation for communication) First, the teacher presents the core vocabulary of this section on the blackboard or PPT, including nouns such as ecosystem, biodiversity, species, balance, nature, environment, verbs such as protect, damage, exist, depend, and adjectives such as balanced, harmonious, polluted, precious. For each word, the teacher pronounces it clearly and standardly, and asks students to follow along twice to ensure that students master the correct pronunciation. Then, the teacher explains the meaning of the words in simple English, combined with the pictures shown in the lead-in link. For example, when explaining “ecosystem”, the teacher says: “An ecosystem is a community of living things and the environment around them, such as a forest ecosystem with trees, animals and soil.” When explaining “biodiversity”, it is matched with pictures of various animals and plants, and the explanation is: “Biodiversity means there are many different kinds of living things in nature.” After explaining the words, the teacher organizes a quick memory game: the teacher shows the Chinese meaning of the word, and students compete to say the corresponding English word; or the teacher says the English word, and students spell it orally. For students who answer correctly, the teacher gives timely praise, such as “Very good!”, “Perfect!”, to stimulate their enthusiasm for learning. Finally, the teacher asks students to make simple sentences with 2-3 words they have just learned, such as “We should protect nature” or “Biodiversity is very important”, and invites several students to share their sentences in class. Design Intention: Vocabulary is the basis of language communication. This link focuses on the core vocabulary related to the unit theme, and uses the way of “pronunciation - explanation - game - sentence making” to help students master the words in a relaxed and interesting atmosphere. Combining the vocabulary with the pictures in the lead-in link can help students understand the meaning of the words in the specific context, avoid mechanical memory, and lay a solid vocabulary foundation for the subsequent oral communication and discussion activities. Step 3: Textbook Activity Exploration (Combine textbook content and carry out interactive practice) First, the teacher guides students to open the textbook and look at the pictures and questions in the Welcome to the unit part. There are usually several groups of pictures in the textbook, showing different ecological scenes, such as the interaction between plants and animals, the impact of human activities on nature, etc. The teacher asks students to observe the pictures carefully and discuss the following questions in pairs: “What can you see in the picture? What is happening in the picture? How does it relate to the balance of nature?” During the pair discussion, the teacher walks around the classroom, listens to students’ discussions, and provides timely guidance for students who have difficulties in expression. For example, if a student cannot find the right words to describe the picture, the teacher can prompt with the core vocabulary just learned, such as “Use the word ‘balance’ or ‘protect’ to express your idea.” After the pair discussion, the teacher invites several groups to share their discussion results. Each group sends a representative to speak in English, and the teacher listens carefully, corrects the inappropriate expressions in time, and affirms the reasonable views of the students. Then, the teacher focuses on the key questions in the textbook, such as “Why is it important to keep the balance of nature?” or “What will happen if the balance of nature is destroyed?” The teacher guides students to think deeply and express their views from different angles. Some students may talk about the extinction of species, some may mention environmental pollution, and some may talk about the impact on human life. The teacher summarizes students’ views, and uses simple English to explain the importance of ecological balance: “Nature is a big family, all living things depend on each other. If the balance is destroyed, many living things will disappear, and human beings will also face great challenges.” In addition, the teacher can design an interactive activity according to the textbook content: “Ecological Partner Matching”. The teacher prepares cards with the names of different organisms (such as trees, birds, bees, flowers) and their roles in the ecosystem. Students are divided into groups, and each group is asked to match the organisms with their roles, and explain the relationship between them in English. For example, “Bees and flowers are partners. Bees get nectar from flowers, and help flowers pollinate at the same time.” Design Intention: This link closely combines the textbook content, and uses pair discussion, group sharing and interactive games to let students deeply understand the theme of “nature in the balance” in practice. Pair discussion can make every student have the opportunity to express themselves, and group activities can cultivate students’ cooperative learning ability. The design of the activity is closely related to the textbook and the core vocabulary, which can not only consolidate the learned knowledge, but also train students’ oral expression ability and logical thinking ability, and let students realize the interdependence between organisms in nature in the process of interaction. Step 4: Theme Expansion (Extend the theme and enhance the sense of responsibility) On the basis of exploring the textbook activities, the teacher expands the theme and guides students to connect the unit theme with real life. The teacher asks: “In our daily life, what actions have we done that are good for the balance of nature? What actions may damage the balance of nature?” Students are encouraged to think freely and express their views in English. For example, “We plant trees to protect the environment” “We should not throw rubbish everywhere” “Some factories discharge sewage into rivers, which pollutes the water”. The teacher records students’ answers on the blackboard, classifies the positive and negative behaviors, and guides students to realize that everyone has the responsibility to protect nature and maintain the balance of nature. Then, the teacher plays a short English video about environmental protection, which introduces some simple and practical environmental protection actions in daily life, such as saving water, reducing the use of plastic bags, sorting garbage, etc. After playing the video, the teacher asks students to discuss in groups: “What environmental protection actions can we take in our daily life? How can we encourage our family and friends to join in the environmental protection activities?” Each group discusses and formulates a “Small Environmental Protection Plan” in English, which includes 2-3 specific environmental protection actions. After the discussion, each group sends a representative to introduce their plan to the whole class. For example, “Our group’s plan is: first, we will save water when washing our hands; second, we will use cloth bags instead of plastic bags when shopping; third, we will tell our parents to sort garbage.” The teacher comments on each group’s plan, affirms the feasible parts, and puts forward appropriate suggestions for improvement. Design Intention: Theme expansion connects the textbook knowledge with real life, making the teaching content more close to students’ life and enhancing the practicality of the teaching. The discussion on daily environmental protection actions helps students realize that protecting nature is not an empty slogan, but can be reflected in every small detail of life. The formulation of the “Small Environmental Protection Plan” not only trains students’ oral expression ability and cooperative ability, but also enhances their sense of environmental responsibility, which is in line with the requirements of cultivating students’ cultural awareness and social responsibility in core literacy. Step 5: Summary and Consolidation (Sort out knowledge and consolidate learning results) First, the teacher and students summarize the content of this lesson together in English. The teacher guides students to review: “What did we learn today? What core words did we master? What did we talk about about the balance of nature?” Students take turns to answer, and the teacher supplements and sorts out, emphasizing the key points of this lesson: the core vocabulary related to nature and ecology, the importance of ecological balance, and the environmental protection actions in daily life. Then, the teacher arranges a small consolidation task: ask students to write a short paragraph (about 50 words) in English, introducing their understanding of the balance of nature and the environmental protection actions they will take. The teacher reminds students to use the core vocabulary and sentence patterns learned in this lesson. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, and corrects the grammatical errors and inappropriate expressions in the students’ compositions in time. After the students finish writing, the teacher invites several students to read their paragraphs in class, and comments on them, affirming the advantages and pointing out the areas that need improvement. For example, “Your paragraph is very good, you used the words ‘protect nature’ and ‘balance’, but you can add a specific action to make it more vivid.” Finally, the teacher makes a final summary: “Today we have a preliminary understanding of the theme of ‘Nature in the Balance’. We know that nature is very precious, and all living things are interdependent. It is everyone’s responsibility to protect nature and maintain the balance of nature. In the following lessons, we will learn more about the relationship between nature and human beings, and learn how to express our views on environmental protection more fluently in English.” Design Intention: The summary link helps students sort out the knowledge they have learned in this lesson, form a systematic cognitive structure, and consolidate the learning results. The short paragraph writing task integrates the vocabulary, sentence patterns and theme knowledge learned in this lesson, which not only trains students’ writing ability, but also tests the effect of students’ learning. The teacher’s guidance and comments can help students find their own deficiencies and improve their language application ability. The final summary further strengthens students’ understanding of the unit theme and their sense of environmental responsibility, and paves the way for the subsequent teaching of the unit. Step 6: Homework Arrangement (Extend learning to after class and consolidate learning effect) 1. Review the core vocabulary and sentence patterns learned in this lesson, and recite them proficiently. 2. Complete the short paragraph writing task in class, revise it according to the teacher’s comments, and hand it in the next class. 3. Observe the ecological environment around your home or school, record one phenomenon that is good for the balance of nature and one phenomenon that may damage it, and prepare to share it in the next class in English. 4. Discuss the “Small Environmental Protection Plan” formulated in class with your family, and try to implement one of the environmental protection actions together. Design Intention: The homework arrangement is closely combined with the content of this lesson, and the layers are clear. Reviewing vocabulary and revising compositions can help students consolidate the knowledge they have learned. Observing the surrounding ecological environment can let students pay more attention to real life and deepen their understanding of the unit theme. Discussing the environmental protection plan with family members can expand the influence of environmental protection education, let students drive their family to participate in environmental protection activities, and further enhance their sense of environmental responsibility. At the same time, the homework also paves the way for the next class’s sharing activity, ensuring the continuity of teaching. 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 $