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

该高中英语教案聚焦“过度使用汽车的危害及绿色出行解决方案”核心知识点，通过展示交通拥堵、全球变暖等图片及互动问题导入，结合读前数据预测激活背景知识，读中检查预测、略读建议、主旨理解等环节，构建从兴趣激发到深度理解的学习支架。 教案以任务型学习和情境教学为特色，通过数据预测、小组辩论（如“公交vs开车”）等活动，培养语言能力（提取信息、表达观点）、思维品质（批判性思考标题含义）和文化意识（绿色低碳理念），助力学生形成环保价值观，教师可借助结构化设计高效落实教学目标，提升课堂实效。

Unit 3 Conservation, Lesson 3 The Road to Destruction教案 I.Teaching Objectives 1. Knowledge Objectives Master key words and expressions about environment, transport and pollution (e.g., traffic jam, global warming, emissions, conservation, carpool). Understand the main idea: problems caused by overusing cars and possible solutions. Recognize the problem-solution structure and the writer’s attitude. 2. Skill Objectives Extract specific information (numbers, facts) and check predictions. Skim for advice and summarize paragraphs. Discuss the topic and express personal opinions clearly. 3. Affective Objectives Realize the harm of overusing cars and raise environmental awareness. Develop a green travel attitude and take action in daily life. II.Key and Difficult Points 1.Key Points: Harms of overusing cars; green travel solutions; problem-solution structure. 2.Difficult Points: Deep understanding of the title The Road to Destruction; expressing views on green travel and forming environmental values. III. Teaching Methods Situational teaching, task-based learning, group work, discussion IV.Teaching Procedures Step 1 Lead-in (5 mins) Show pictures: traffic jams, global warming, crowded roads. Ask questions for interaction: 1.What do you think of traffic jams in daily life? 2.Do you know cars are a main cause of global warming? 3.How do you feel when stuck in traffic? Introduce the topic: Today we learn about problems from overusing cars and solutions. Title: The Road to Destruction. Step 2 Pre-reading (5 mins) Present prediction questions about car use in Britain; students guess answers: 1.How many cars are there on the roads? (32m / 50m / 64m) 2.By how much has the number of cars risen in 20 years? (10% / 25% / 40%) 3.How many die in vehicle accidents yearly? (1,000 / 2,500 / 3,000) 4.How many deaths are caused by air pollution yearly? (10,000 / 20,000 / 30,000) Purpose: Activate background knowledge and arouse reading interest. Step 3 While-reading (15 mins) 1.Activity 1 Check Predictions (5 mins) Students read Part 1 quickly and check predictions. Check answers and explain problems behind the numbers. 2.Activity 2 Skim for Advice (5 mins) Students skim Part 2 and find green travel advice: ①.Use your legs. ②.Use public transport. ③.Think before you go. ④.Share cars. ⑤.Take action. Check answers in groups; teacher summarizes and explains briefly. 3.Activity 3 Main Idea & Comprehension (5 mins) Students read the full text carefully and finish 3 questions: ①What is the main purpose of the text? (C) A. To describe the history of car development. B. To warn readers about the dangers of car accidents. C. To discuss problems of overuse & suggest solutions. D. To compare different types of transportation. ②Which problem is NOT mentioned as caused by cars? (C) A: Heart Disease Risk B: Noise Pollution C: Heritage Damage D: Traffic Accidents ③The author implies the most effective solution is ______. (B) A.Relying solely on electric cars as the universal fix for urban mobility issues. B.A combination of individual actions (e.g., walking) and systemic policy changes. C.Expanding infrastructure by building more roads and highways to accommodate traffic. D.Implementing a strict ban on all private cars within city centers immediately. Analyze the problem-solution structure and the writer’s attitude: critical, concerned, pragmatic. Step 4 Post-reading (10 mins) Activity 1 Deep Thinking (5 mins) Discuss in groups; one student per group speaks: Activity 2 Debate & Discussion (7 mins) Debate: Taking public transport with long waits is better than driving in traffic jams. Group A: Public transport (cheaper, eco-friendly) Group B: Driving (flexible, no waiting) Discussion: As students, take public transport or be driven by parents? Guide students to support green travel and link to low-carbon goals & healthy China. Activity 3 Critical Thinking Discussion: As students, should we use public transportation to get to school, or should our parents drive us there? Guide students to live a greener life. Step 5 Summary & Homework (5 mins) 1. Summary (3 mins) (1)Fill in the table together: (2) Alignment with Modern Social Concepts ①Green & Low-carbon Development ②“Dual Carbon” Goals (Carbon Peaking & Carbon Neutrality) ③Healthy China & Livable Cities ④Resource Conservation & Civilized Travel Guide students to summarize the content of this text and connect with the social concept. 2. Homework (2 mins) Writing: My Green Travel Choice (100 words) Your daily way to school Advantages and disadvantages of the way Your future green travel plan V.Blackboard Design The Road to Destruction Harms: Environmental problem: global warming, air pollution Society: jams, accidents, health issues Solutions: Green travel: walk, public transport Rational use: think before driving, carpool Take action Writer’s Attitude Critical, concerned, pragmatic 学科网（北京）股份有限公司 $