Teaching Design Unit 3 Lesson 3 The Road to Destruction Teacher's Name:xxx Student Grade: Senior High School Grade 2 Teaching Content: Unit 3 Lesson 3 The Road to Destruction Textbook Version: Beijing Normal University Edition, Compulsory for Elective Course 1 Design Concept The teaching design revolves around the thematic meaning of the unit, incorporating logical and progressively structured teaching activities to activate students' prior knowledge and experience. Within the thematic context of "Conservation," students will understand, internalize language, and engage in processes of transfer and innovation, thereby recognizing learning mechanisms, mastering learning patterns, and implementing learning strategies. Text Analysis 【Lead-in】 The main text is divided into Part 1 and Part 2. Part 1 introduces the theme of traffic problems in Britain through simple character dialogue. 【Effects】 The text uses a Q&A format to present the negative impacts of traffic problems at the personal level (Effects: Personal) and uses numerical data to illustrate the negative impacts at the societal level (Effects: Social). 【Solutions】 Part 2 sets up a realistic scenario, starting with the narrator's dilemma and helplessness, seeking help from a professional. The main body lists five pieces of advice item by item, concluding with the notion that the advice "sounds easy but is hard to implement," and the narrator's predicament and helplessness are likely to continue. When giving suggestions, the author uses concise imperative sentences to start each piece of advice, emphasizing them through bolding, resulting in clear organization and logical structure. The supporting details employ everyday language and the second person, making the scenario authentic and natural, and the suggestions reasonable and actionable. The beginning and end of Part 2 use the first-person singular "I," reflecting the authenticity of the situation and creating a connection with the reader. The use of colloquial language like "To be frank," "all quite simple, isn't it," "I'm sorry I have to finish this article," as well as rhetorical questions like "but what can I do " enhances reader engagement. Student Analysis Students in this class have a relatively good foundation in English and a serious attitude towards learning. They are curious and enthusiastic about learning. Most students possess the basic ability to extract information from reading, and some can express themselves relatively fluently in English. However, many students lack proficiency in summarizing and integrating knowledge, logical reasoning and argumentation, and critical evaluation. Furthermore, although students are familiar with the topic of traffic problems and have some grasp of expressions for giving suggestions and advice, their vocabulary related specifically to traffic issues is somewhat limited. They lack related thinking training and language expression for how to make suggestions based on facts, and need pract ... ...
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