Unit 3 Conservation-Lesson 3 The Road to Destruction 教案-2025-2026学年高中英语北师大版选择性必修第一册

Unit 3 Conservation-Lesson 3 The Road to Destruction 教学目标和重难点 教学目标 Language competence: Master core words and sentences, improve reading and expression skills. Cultural awareness: Understand environmental issues globally and establish a sense of environmental protection. Thinking quality: Cultivate logical and critical thinking to analyze traffic pollution’s impacts. Learning ability: Develop autonomous and cooperative learning skills to explore environmental solutions. 教学重难点 Key points: Grasp core vocabulary (roadworks, annoyed, decade, etc.) and complex sentences; understand the text’s main idea and details about traffic’s harms. Difficult points: Interpreting the title’s connotation and using learned knowledge to express environmental protection views. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The lead-in session is designed to connect students’ real-life experiences with the text theme, activate their existing knowledge reserve, and naturally lead to the topic of traffic problems and environmental destruction. First, the teacher will show some real-life pictures and short videos, including scenes of traffic jams on urban roads, vehicles emitting exhaust gas, road construction sites, and news clips about traffic accidents and air pollution. These materials are closely related to the content of the text, which can quickly attract students’ attention and arouse their emotional resonance. After showing the materials, the teacher will ask a series of guiding questions in English to stimulate students’ thinking and discussion. The questions are as follows: “How often do you get stuck in traffic jams when going to school or going out? How do you feel at that time?” “Have you noticed the exhaust gas emitted by cars around you? Do you know what impact it will have on our health and the environment?” “What do you think are the main problems caused by the increasing number of cars?” The teacher will give students 3-5 minutes to discuss these questions in groups of 4, and then invite 2-3 groups to share their opinions. During the sharing process, the teacher will positively affirm students’ ideas, guide them to focus on the negative impacts of traffic, and naturally introduce the title of the lesson—“The Road to Destruction”. At the same time, the teacher will briefly explain the meaning of “destruction” and guide students to guess the specific content of the text based on the title, laying a foundation for the subsequent reading link. In this link, the teacher will pay attention to the use of English in the whole process, avoid using Chinese as much as possible, and help students adapt to the English teaching environment. For some difficult expressions, the teacher can use body language, pictures or simple English explanations to help students understand, ensuring that every student can participate in the discussion and arouse their interest in learning the text. Pre-reading: Preview Vocabulary and Clear Obstacles Vocabulary is the foundation of understanding the text. In the pre-reading link, the teacher will focus on guiding students to master the core vocabulary and phrases in the text, so as to remove obstacles for smooth reading. First, the teacher will list the key vocabulary and phrases on the blackboard or courseware, including nouns (roadworks, decade, gas, cancer, anger, jam), adjectives (annoyed, stuck, stressed out), verbs (relate, annoy), and key phrases (get stuck in, stressed out, be related to, compared to). For each vocabulary, the teacher will first read the pronunciation standardly, and ask students to follow along to ensure that students can read the words correctly. Then, the teacher will explain the meaning and usage of the vocabulary in combination with the context of the text and real-life examples. For example, when explaining “roadworks”, the teacher can show pictures of road construction and say, “Look, these are roadworks. When there are roadworks on the road, traffic will become slow.” When explaining “get stuck in traffic jams”, the teacher can simulate the scene of traffic jams and say, “When we are on the road and cars can’t move, we get stuck in traffic jams.” For the phrase “compared to”, the teacher can give a simple example: “My pain is nothing compared to his.” to help students understand its usage. At the same time, the teacher will remind students of the word formation rules, such as the derivative relationship between “annoy” (verb) and “annoyed” (adjective), “annoying” (adjective), and guide students to memorize words efficiently. After explaining the vocabulary, the teacher will design a small exercise to test students’ mastery. For example, fill in the blanks with the correct form of the given words: 1. He got very ______ (annoy) with me because I was late. 2. We often ______ (get stuck in) traffic jams during rush hour. 3. His illness is ______ (relate) to air pollution. Students will complete the exercise independently, and then the teacher will check the answers and explain the key points. Through this exercise, students can consolidate the learned vocabulary and ensure that they can use it flexibly in the subsequent reading and expression links. In addition, the teacher will briefly introduce the background of the text. The text takes Britain as an example, introducing the problems caused by the increasing number of cars, such as traffic jams, traffic accidents, air pollution and so on. The teacher will tell students that traffic problems are a global issue, which not only exists in Britain but also in our country, helping students establish a global perspective and lay a foundation for understanding the text’s social significance. While-reading: Comprehend the Text and Improve Reading Skills The while-reading link is the core of the teaching process, which aims to guide students to read the text in layers, understand the main idea, grasp the key details, and improve their reading skills such as skimming, scanning and intensive reading. This link is divided into three steps: skimming, scanning and intensive reading. First, skimming. The teacher will ask students to read the text quickly (within 3-5 minutes) and answer two questions: 1. What is the main topic of the text? 2. What are the main problems caused by traffic mentioned in the text? After reading, students will answer the questions independently. The teacher will invite several students to share their answers and summarize: The main topic of the text is the negative impacts of traffic development on society and the environment; the main problems mentioned include traffic jams, traffic accidents, air pollution, and the relationship between traffic pollution and cancer. Through skimming, students can quickly grasp the main idea of the text and form an overall understanding of the text structure. Second, scanning. The teacher will ask students to read the text again, focusing on finding specific data and key information, and fill in a form prepared in advance. The form includes the following items: Time period, Specific data, Corresponding impact. For example, “in the last 20 years”, “the number of cars has gone up by 25% (32 million cars)”, “more traffic jams”; “over the last decade”, “an average of 2,500 people die every year”, “traffic accidents”; “every year”, “almost 30,000 deaths”, “air pollution”. Students will read the text carefully, find the corresponding information and fill in the form. During this process, the teacher will walk around the classroom to guide students who have difficulties, helping them master the scanning skill of finding specific information quickly. After completing the form, the teacher will check the answers with the whole class, emphasizing the key data in the text, which lays a foundation for understanding the severity of traffic problems. Third, intensive reading. On the basis of skimming and scanning, the teacher will guide students to read the text intensively, analyze the key sentences and paragraphs, and understand the logical relationship and author’s intention in the text. First, the teacher will take the key sentences in the text as the breakthrough point, such as “But personal anger and stress are nothing compared to the real costs socially.” The teacher will ask students to parse this sentence: What does “personal anger and stress” refer to? What are “the real costs socially”? Through discussion, students will understand that “personal anger and stress” refer to the bad mood caused by traffic jams, and “the real costs socially” refer to the losses caused by traffic accidents, air pollution and other problems. Then, the teacher will guide students to analyze the structure of the text: the first part starts with a dialogue to attract readers’ attention and lead to the topic; the middle part uses specific data to illustrate the harms of traffic; the last part (though not shown in the provided text, combined with the unit theme) will lead to the importance of environmental protection and conservation. Through intensive reading, students can deeply understand the text content, master the logical structure of the text, and improve their ability to analyze and understand complex sentences. In addition, during the intensive reading process, the teacher will guide students to pay attention to the use of rhetorical devices in the text, such as rhetorical questions (“How often have you heard these conversations? How often do we get stuck in traffic jams?”). The teacher will ask students to think about the role of these rhetorical questions: to arouse readers’ thinking and attention, and emphasize the commonness of traffic problems. At the same time, the teacher will guide students to understand the author’s emotional attitude—concern about traffic problems and calls for environmental protection. Through this link, students can not only improve their reading ability but also cultivate their thinking quality and emotional awareness. Post-reading: Consolidate and Extend, Improve Comprehensive Language Ability The post-reading link is designed to help students consolidate the learned knowledge, extend the text theme, and improve their comprehensive language ability such as speaking and writing. This link is divided into three parts: language consolidation, group discussion and writing practice. First, language consolidation. The teacher will design some exercises related to the text to help students consolidate the learned vocabulary, sentences and text content. For example, sentence rewriting: Rewrite the following sentences with the given words or phrases. 1. Traffic jams often make us feel stressed and angry. (stressed out) 2. Air pollution causes many deaths every year. (be caused by) 3. The number of cars has increased a lot in the past 20 years. (go up) Students will complete the exercises independently, and then the teacher will check the answers and explain the key points. In addition, the teacher will ask students to retell the text in their own words. Students can choose to retell the whole text or a certain part, which can not only consolidate the text content but also improve their oral expression ability. The teacher will invite several students to retell, and give positive comments and guidance, helping students improve their oral expression skills. Second, group discussion. The teacher will put forward a discussion topic closely related to the text and real life: “What can we do as senior high school students to reduce traffic pollution and protect the environment?” The teacher will divide students into groups of 4-5, and give them 10 minutes to discuss. During the discussion, students need to combine the text content and their own life experience, put forward specific and feasible suggestions. For example, go to school by bike or on foot instead of taking a car; advocate family members to use public transport; call on people around to protect the environment; participate in environmental protection activities, etc. During the discussion, the teacher will walk around the classroom, listen to students’ discussions, and give appropriate guidance when necessary, ensuring that every student can participate in the discussion actively. After the discussion, each group will send a representative to share their group’s suggestions. The teacher will summarize and affirm students’ positive suggestions, and guide students to realize that everyone has the responsibility to protect the environment, and small actions can make a big difference. Third, writing practice. On the basis of group discussion, the teacher will assign a writing task: Write a short passage (about 120-150 words) titled “My Suggestions on Reducing Traffic Pollution”. The teacher will guide students to sort out their ideas before writing: first, briefly introduce the harms of traffic pollution; then, put forward 2-3 specific suggestions; finally, express their determination to protect the environment. During the writing process, the teacher will remind students to use the vocabulary and sentences learned in the text, such as “get stuck in”, “be related to”, “compared to”, “go up” and so on. After students finish writing, the teacher will collect some students’ works, comment on them in class, affirm the advantages, and point out the problems that need to be improved (such as grammar errors, improper word usage, unclear logic, etc.). At the same time, the teacher will show excellent works for students to learn from, helping students improve their writing ability. Summary and Homework: Consolidate Knowledge and Extend Learning First, summary. The teacher will lead students to summarize the key points of this lesson together. The summary includes three aspects: vocabulary (core words and phrases), text content (main idea and key details of the text), and core literacy (language ability, cultural awareness, thinking quality and learning ability improved in this lesson). The teacher will emphasize that this lesson not only lets us understand the harms of traffic pollution but also makes us realize the importance of environmental protection. We should take action to protect the environment and contribute our own strength to conservation. Then, homework arrangement. The homework is divided into three levels, which are designed to meet the needs of different students and help them consolidate and extend the learned knowledge. Level 1 (basic homework): 1. Recite the core vocabulary and key sentences of this lesson. 2. Read the text aloud for 15 minutes every day, and record the reading audio. 3. Complete the exercise sheet about vocabulary and sentences. Level 2 (improved homework): 1. Revise the writing task completed in class according to the teacher’s comments, and improve the passage. 2. Write a short dialogue about traffic problems with your partner, using the learned vocabulary and sentences. Level 3 (expanded homework): 1. Collect more information about traffic pollution and environmental protection, and write a short report (about 200 words). 2. Discuss with your family members about environmental protection measures, and record the discussion content. In addition, the teacher will remind students to preview the next lesson, and put forward specific preview requirements: read the text of the next lesson, find out the core vocabulary, and try to understand the main idea of the text. This can help students lay a foundation for the next lesson and improve their autonomous learning ability. 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 $