Unit 1 Our living planet-Reading 教案-2025-2026学年高中英语译林版选修第一册

Unit 1 Our living planet-Reading 教学目标和重难点 1. 教学目标 Language competence: Master core vocabularies and complex sentences to understand and express environmental topics. Cultural awareness: Understand global environmental issues and cultivate cross-cultural environmental responsibility. Thinking quality: Develop critical and logical thinking to analyze environmental problems. Learning ability: Form autonomous and cooperative learning strategies. 2. 教学重难点 Key points: Grasp the text’s main idea and logical structure, master core vocabularies (e.g., ecosystem, biodiversity) and sentence patterns about environmental protection. Difficult points: Understand complex long sentences and express personal views on environmental issues in English. 教学过程 Lead-in The teacher starts the class by showing a short video (3-5 minutes) that includes beautiful scenes of the Earth, such as lush forests, clear oceans, diverse wildlife, as well as worrying scenes like deforestation, marine pollution, and species extinction. After playing the video, the teacher asks two guiding questions: “What do you think of our living planet after watching the video?” and “What problems is our planet facing now?” Then, invite 3-4 students to share their answers in English. After the sharing, the teacher summarizes briefly: “Our Earth is beautiful but fragile. Today, we will learn a reading passage about our living planet, exploring its beauty, challenges and solutions.” Design Intention: The video can visually stimulate students’ senses, arouse their interest in the topic of the Earth and the environment, and activate their existing knowledge and experience about environmental issues. The guiding questions guide students to think actively and express their views in English, laying a foundation for the subsequent reading teaching. At the same time, it naturally leads to the theme of the reading passage, helping students establish a connection between the real life and the text content. Pre-reading First, the teacher presents the new vocabularies and phrases in the reading passage on the screen, including core words such as ecosystem, biodiversity, habitat, conserve, threaten, extinct, sustainable, as well as key phrases like take measures to do sth., be vital to, in danger of, contribute to. For each vocabulary, the teacher explains its meaning in simple English, combines it with pictures or short sentences related to the text for illustration, and guides students to read it aloud twice to help them master the pronunciation and basic usage. For example, when explaining “biodiversity”, the teacher shows pictures of different animals and plants and says: “Biodiversity refers to the variety of life on Earth, including all plants, animals and microorganisms. It is very important for our planet.” Then, the teacher introduces the background of the reading passage: “This passage is taken from a popular environmental magazine. It mainly introduces the current situation of our living planet, the importance of protecting biodiversity, and the measures we can take to protect our planet. It aims to arouse people’s awareness of environmental protection.” Finally, the teacher asks students to predict the main content of the passage based on the title “Our Living Planet” and the new vocabularies they have just learned. Students can discuss in pairs for 2 minutes, and then several groups share their predictions. The teacher does not comment on the correctness of the predictions, but encourages students to verify their own predictions in the subsequent reading process. Design Intention: The pre-reading link focuses on solving the language barriers for students to read the passage. By explaining new vocabularies and phrases in simple English and combining with visual materials, students can quickly master the core language points, which helps them understand the text smoothly. The background introduction enables students to have a basic understanding of the text’s source and purpose, and the prediction activity can stimulate students’ reading motivation, make them read with questions and goals, and improve the efficiency of reading. While-reading Fast Reading The teacher asks students to read the passage quickly within a certain time, and complete two tasks: First, find out the main idea of the whole passage; Second, divide the passage into several parts and summarize the main idea of each part. After students finish reading, the teacher invites students to share their answers. The teacher summarizes and sorts out the structure of the passage: Part 1 (Paragraph 1-2): Introduce the beauty and diversity of the Earth, and point out that the Earth is facing serious environmental problems; Part 2 (Paragraph 3-4): Explain the importance of biodiversity and the threats it is facing; Part 3 (Paragraph 5-6): Put forward specific measures to protect the Earth and call on everyone to take action. Design Intention: Fast reading is designed to train students’ ability to grasp the main idea and logical structure of the text quickly. By dividing the text and summarizing the main idea of each part, students can have a clear understanding of the overall framework of the text, which lays a foundation for in-depth reading. At the same time, it can cultivate students’ ability to extract key information quickly, which is an important reading skill for senior high school students. Careful Reading The teacher guides students to read the passage carefully paragraph by paragraph, and designs targeted questions and activities for each part to help students understand the details of the text and master the key language points. For Part 1 (Paragraph 1-2): The teacher asks the following questions: ① What makes our Earth a unique planet? ② What environmental problems is the Earth facing? After students answer the questions, the teacher focuses on explaining the key sentence: “Our planet is a wonderful place, full of life and beauty, but it is also facing great challenges.” The teacher analyzes the sentence structure (compound sentence, with a participle phrase as an attribute), and guides students to imitate the sentence to make their own sentences, such as “Our school is a beautiful place, full of energy and passion, but it also needs our joint efforts to protect it.” For Part 2 (Paragraph 3-4): The teacher arranges a group discussion activity. Students are divided into groups of 4, and discuss the following questions: ① Why is biodiversity vital to our planet? ② What are the main threats to biodiversity? Each group selects a representative to share their discussion results after 5 minutes of discussion. Then, the teacher explains the key vocabularies and phrases in this part, such as “be vital to”, “threaten”, “in danger of”, and combines the text content to let students understand their specific usage. For example, the teacher takes the sentence “Biodiversity is vital to the health of our planet’s ecosystems.” as an example, explains that “be vital to” means “very important to”, and guides students to make sentences with this phrase. For Part 3 (Paragraph 5-6): The teacher asks students to find out the specific measures to protect the Earth mentioned in the passage, and list them in the form of notes. Then, the teacher invites students to share their notes, and supplements and sorts out the measures: ① Protect natural habitats; ② Reduce pollution; ③ Promote sustainable development; ④ Strengthen environmental education. At the same time, the teacher focuses on explaining the key sentence: “Everyone can contribute to protecting our planet, no matter how small the action is.” The teacher analyzes the sentence structure (subject clause, “no matter how” guide adverbial clause of concession), and guides students to understand the meaning of the sentence, emphasizing that everyone has the responsibility to protect the Earth. During the careful reading process, the teacher pays attention to guiding students to analyze the sentence structure, especially complex long sentences, helps students break down the sentences and understand their meaning step by step. At the same time, the teacher encourages students to ask questions about the content they don’t understand, and solves the students’ doubts in time. Design Intention: Careful reading is the core link of reading teaching. By designing targeted questions and group discussion activities, it can guide students to deeply understand the details of the text, master the key language points and sentence structures. The group discussion activity can cultivate students’ cooperative learning ability and oral expression ability, and make students participate in the teaching process more actively. The analysis of sentence structure helps students improve their ability to understand complex sentences, which is the key to breaking through the difficult points of this lesson. Encouraging students to ask questions can cultivate their independent thinking ability and improve their learning initiative. Post-reading (Text Consolidation) After the careful reading, the teacher arranges two consolidation activities to help students deepen their understanding of the text. Activity 1: Fill in the blanks. The teacher designs a cloze passage based on the text content, omitting the core vocabularies and key phrases learned in the lesson, and asks students to fill in the blanks according to the text. For example: “Our Earth is a unique planet with rich ______ (biodiversity). However, it is facing many environmental problems, such as deforestation and marine pollution, which ______ (threaten) the survival of many species. We must take measures to ______ (conserve) our planet.” After students finish filling in the blanks, the teacher checks the answers and explains the reasons for the answers, helping students consolidate the memory and usage of core vocabularies and phrases. Activity 2: Retell the passage. The teacher asks students to retell the passage with the help of the text structure and key points summarized in the fast reading link. Students can retell the passage individually or in pairs. For students who have difficulty retelling, the teacher provides some key words and sentences as prompts, such as “beautiful and diverse, environmental problems, biodiversity, threats, measures, everyone’s responsibility”. After several students finish retelling, the teacher comments on their performance, affirming their advantages and putting forward suggestions for improvement, such as paying attention to the logical connection of the content and using the key phrases learned in the lesson flexibly. Design Intention: The cloze activity can help students consolidate the core vocabularies and phrases learned in the lesson, and test their mastery of the text content. The retelling activity can train students’ ability to organize language and express the text content in their own words, which not only helps students deepen their understanding of the text, but also improves their oral expression ability. Providing prompts for students with difficulty can help them build confidence and participate in the activity actively. Post-reading (Extension and Application) Group Debate The teacher divides students into two groups, Group A and Group B, and sets the debate topic: “Is it the responsibility of governments and large companies to protect the Earth, or is it the responsibility of every individual?” Group A holds the view that it is the responsibility of governments and large companies, and Group B holds the view that it is the responsibility of every individual. Each group has 10 minutes to prepare for the debate, and then the debate is carried out in the form of “affirmative speech - negative speech - free debate - summary speech”. During the debate, the teacher guides students to use the knowledge and language points learned in the lesson to express their views, and reminds students to pay attention to the logic and fluency of their expression. After the debate, the teacher comments on the performance of both groups, affirms their positive performance, points out their advantages and disadvantages, and summarizes: “Protecting the Earth is the common responsibility of governments, large companies and every individual. Governments and large companies should formulate policies and take measures to protect the environment, while every individual should take small actions in daily life to contribute to environmental protection.” Design Intention: The debate activity can not only consolidate the language points learned in the lesson, but also train students’ critical thinking ability, logical reasoning ability and oral expression ability. The debate topic is closely related to the text content and real life, which can arouse students’ deep thinking about environmental protection and help them establish a correct concept of environmental protection. At the same time, the group debate can cultivate students’ cooperative learning ability and team spirit. Creative Writing The teacher asks students to write a short passage (80-100 words) with the title “My Contribution to Protecting the Earth”. The teacher reminds students to use the key vocabularies and sentence patterns learned in the lesson, and combine their own daily life to write specific actions they can take to protect the Earth, such as saving water, reducing plastic use, planting trees, etc. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and comments on them, affirming their creative ideas and correct use of language points, and putting forward suggestions for improvement. For example, if a student writes “I can save water by turning off the tap when I brush my teeth. I can also reduce plastic use by using reusable bags instead of plastic bags.”, the teacher can affirm this student’s work and suggest adding a sentence like “These small actions can contribute to protecting our living planet.” to make the passage more complete. Design Intention: The creative writing activity is a combination of reading and writing, which can test students’ ability to apply the language points learned in the lesson to practical writing. Writing about their own actions can make students realize that they can contribute to environmental protection in daily life, which helps to cultivate their sense of responsibility and practical ability. Commenting on students’ works can help them find their own advantages and disadvantages, and improve their writing ability. Summary and Homework Summary The teacher summarizes the whole lesson with the help of the blackboard writing: “In this lesson, we learned a reading passage about our living planet. We mastered the core vocabularies and key phrases related to environmental protection, understood the main idea and logical structure of the passage, and discussed the importance of protecting the Earth and the measures we can take. We also improved our reading, speaking and writing abilities through various activities. I hope everyone can keep in mind that protecting the Earth is our common responsibility, and take action to protect our living planet.” Design Intention: The summary link helps students sort out the knowledge and skills learned in the lesson, form a systematic knowledge framework, and deepen their understanding of the theme of the lesson. At the same time, it can arouse students’ emotional resonance and strengthen their awareness of environmental protection. Homework Homework 1: Review the new vocabularies and key phrases learned in this lesson, and make 5 sentences with the key phrases (such as take measures to do sth., be vital to, contribute to). Homework 2: Polish the short passage written in the creative writing link, and hand it in the next class. Homework 3: Collect 2-3 English news or articles about environmental protection, read them carefully, and write a short summary (50-60 words) for each. Homework 4: Discuss with your family members about the actions you can take together to protect the Earth, and write a short report (100-120 words) about it. Design Intention: The homework is designed to consolidate the knowledge and skills learned in the lesson, and extend the teaching content to daily life. Homework 1 helps students consolidate the key language points; Homework 2 helps students improve their writing ability; Homework 3 helps students expand their reading scope and improve their reading ability; Homework 4 encourages students to involve their family members in environmental protection, which helps to spread the concept of environmental protection and cultivate students’ sense of responsibility in real life. 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 $