Unit 1 Beware and take care-Reading 教案-2025-2026学年高中英语译林版选修第二册

Unit 1 Beware and take care-Reading 教学目标和重难点 1. 教学目标 Language competence: Master key words and complex sentences about health risks. Cultural awareness: Understand global health issues and the concept of a shared future for mankind. Thinking quality: Develop critical thinking to analyze health threats. Learning ability: Cultivate autonomous and cooperative reading skills. 2. 教学重难点 Key points: Grasp the main idea and structure of the passage, master core vocabulary and sentence patterns about fighting hidden health enemies. Difficult points: Understand long and complex sentences and apply critical thinking to analyze health issues. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a series of pictures and short video clips, which include scenes of people wearing masks, medical workers fighting against diseases, and posters warning about drug abuse. Then the teacher asks the following questions in English: “Have you ever faced a hidden health threat in your life? What kinds of hidden enemies do we need to beware of in daily life? How can we protect ourselves from these threats?” After asking the questions, the teacher invites 3-4 students to share their answers with the whole class. For students who have difficulty expressing their ideas, the teacher provides proper hints, such as “Covid-19 is a hidden enemy” or “Drugs are dangerous hidden enemies”. After the students’ sharing, the teacher makes a brief summary: “Today, we will read a passage about two kinds of hidden enemies that threaten our health—Covid-19 and drugs. Through this reading, we will learn how to recognize and fight these enemies, and understand our responsibilities in protecting our own health and the health of others.” Design Intention: The lead-in links the teaching content with students’ real-life experiences by using vivid pictures and video clips, which can quickly attract students’ attention and arouse their interest in the topic. Asking interactive questions helps activate students’ existing knowledge and language reserve related to health threats, laying a solid foundation for the subsequent reading activity. Meanwhile, the brief summary clarifies the learning objectives of the class, enabling students to have a clear direction in the following study. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of the reading passage on the screen, including “coronavirus, multiply, infectious, transmit, symptom, drug abuse, immune system, mental well-being, destructive”. For each word and phrase, the teacher provides accurate English definitions, example sentences related to the passage, and appropriate pronunciation guidance. For example, for “infectious”, the teacher says: “Infectious means able to be passed from one person, animal, or plant to another. For example, Covid-19 is a highly infectious disease.” Then the teacher asks students to read the words and phrases aloud twice, correcting their pronunciation and intonation in time. Next, the teacher introduces the background knowledge related to the passage briefly. The teacher says: “The passage we will read is divided into two parts. The first part is about Covid-19, a global pandemic that broke out in 2019 and has affected people all over the world. The second part is about drug abuse, a serious global problem that harms individuals, families and society. Understanding these backgrounds will help us better grasp the main content of the passage.” The teacher can also show a simple timeline of Covid-19 and a brief statistic about drug abuse to help students understand the background more intuitively. Finally, the teacher asks students to predict the main content of the passage according to the title “Fighting the hidden enemy — a war we must win” and the background introduction. The teacher encourages students to use the new vocabulary they have just learned to make predictions. For example, students may predict: “The passage will talk about how to fight Covid-19 and drug abuse.” The teacher writes down the students’ predictions on the blackboard and tells them to check whether their predictions are correct during the reading process. Design Intention: Pre-reading vocabulary preview helps students remove language barriers in the reading process, enabling them to focus more on understanding the content of the passage instead of struggling with new words. The background introduction provides necessary context for students to understand the passage, helping them connect the text with the real world. Predicting the main content can stimulate students’ reading motivation and cultivate their ability to infer information based on clues, laying a foundation for the intensive reading activity. Step 3: While-reading (Intensive Reading and Comprehension) Activity 1: Skimming for Main Idea The teacher asks students to read the passage quickly (skimming) and complete two tasks: 1. Divide the passage into two parts and summarize the main idea of each part. 2. Check whether their predictions made in the pre-reading stage are correct. Students are allowed to read the passage independently for 3-5 minutes, and then discuss their answers with their deskmates for 2 minutes. After the discussion, the teacher invites several groups to share their answers. The teacher corrects and supplements their answers, and finally makes a clear summary: “The passage is divided into two parts. Part 1 (Para. 1-3) introduces Covid-19, including its nature, symptoms, and infectivity, and emphasizes the importance of joint efforts to fight it. Part 2 (Para. 4-6) talks about drug abuse, its harm to individuals, families and society, and calls on everyone to say no to drugs.” Then the teacher confirms with students whether their predictions are consistent with the actual content of the passage, and praises students who made accurate predictions. Design Intention: Skimming is an important reading skill that helps students quickly grasp the overall framework and main idea of the passage. Dividing the passage into parts and summarizing the main idea of each part can help students sort out the logical structure of the text, improving their ability to generalize and organize information. Discussing with deskmates promotes cooperative learning and enables students to learn from each other, while the teacher’s summary helps students form a clear understanding of the text structure. Activity 2: Scanning for Key Details The teacher asks students to read the passage again carefully (scanning) and complete the following two detailed tasks. Task 1: Fill in the blanks about Covid-19. The blanks include: 1. Covid-19 is caused by ______. 2. Common symptoms of Covid-19 include ______. 3. Covid-19 can be transmitted ______. Task 2: Answer the questions about drug abuse. The questions include: 1. What harm does drug abuse do to individuals’ physical health? 2. How does drug abuse affect families? 3. What is the author’s attitude towards drug abuse? Students read the passage independently and complete the tasks. After that, the teacher organizes the whole class to check the answers together. For each answer, the teacher asks students to point out the corresponding sentence in the passage, and explains the key sentences and difficult points in detail. For example, when checking the answer to “Covid-19 is caused by a new strain of coronavirus”, the teacher points out the sentence in Para. 2 and explains the phrase “a strain of” to students. For the question about the harm of drug abuse to individuals’ physical health, the teacher helps students sort out the key points from Para. 5: heart problems, respiratory problems, kidney failure, liver damage and a weakened immune system. Design Intention: Scanning helps students find specific information quickly, improving their ability to locate and extract key details. The designed tasks are closely related to the core content of the passage, which can help students deepen their understanding of the text. Asking students to point out the corresponding sentences in the passage can strengthen their connection between the questions and the text, and the teacher’s explanation of key and difficult points can help students solve problems in the reading process in time. Activity 3: Analyzing Sentence Structures and Language Features The teacher selects several long and complex sentences from the passage and writes them on the blackboard, guiding students to analyze their structures and understand their meanings. The selected sentences include: 1. “An enemy appeared without warning, attacking its unsuspecting victims with efficiency.” 2. “Once entering the body, the virus multiplies inside the cell quickly and infects neighbouring cells.” 3. “Only by working together, while accepting our individual responsibilities, can we solve both national and global problems.” For the first sentence, the teacher guides students to find the main clause (“An enemy appeared without warning”) and the present participle phrase used as an adverbial (“attacking its unsuspecting victims with efficiency”), and explains that the present participle phrase is used to describe the accompanying action of the main clause. For the second sentence, the teacher explains the elliptical structure of “Once entering the body” (which is equivalent to “Once it enters the body”) and the parallel structure of “multiplies... and infects...”. For the third sentence, the teacher emphasizes the inverted structure caused by “Only by...”, and explains the usage of “Only + adverbial phrase” leading to inverted sentences, and asks students to make one or two sentences using this structure. In addition, the teacher guides students to summarize the language features of the passage: 1. The passage uses a lot of descriptive language to make the content vivid and easy to understand. 2. It uses some transitional words and phrases, such as “once”, “moreover”, “apart from”, to connect sentences and paragraphs, making the logical structure clear. 3. The tone of the passage is serious and persuasive, aiming to arouse students’ attention to health threats. Design Intention: Analyzing long and complex sentences helps students break through the language difficulties in the passage, improving their ability to understand complex sentence structures. Guiding students to summarize the language features of the passage can help them master the writing characteristics of such expository texts, laying a foundation for their future reading and writing. Asking students to make sentences using the key structures can consolidate their mastery of the language points. Activity 4: Critical Thinking and Discussion The teacher puts forward the following discussion questions to guide students to think critically: 1. Why does the author say that fighting Covid-19 and drug abuse is “a war we must win”? 2. What can we do as senior high school students to fight these hidden enemies? 3. Do you think there are other hidden health threats in our life? If yes, what are they and how can we deal with them? Students are divided into groups of 4-5 to discuss the questions. The teacher walks around the classroom, listens to the students’ discussions, and provides necessary guidance and help for groups that have difficulty carrying out the discussion. After the discussion (about 5 minutes), each group selects a representative to share their group’s views with the whole class. The teacher listens carefully, comments on the students’ views, and guides students to think more deeply. For example, when students talk about what they can do to fight Covid-19, the teacher can guide them to think about not only personal protection but also public responsibility, such as following epidemic prevention rules and encouraging others to protect themselves. Design Intention: The discussion questions are designed to stimulate students’ critical thinking, enabling them to combine the text content with their own life experiences and think about practical problems. Group discussion promotes cooperative learning and communication skills, allowing students to express their views freely and learn from each other. The teacher’s guidance and comments help students improve their ability to analyze and solve problems, and deepen their understanding of the theme of the passage. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Consolidation The teacher designs two consolidation tasks. Task 1: Fill in the blanks with the core vocabulary and phrases learned in the class. The sentences are closely related to the passage, such as: 1. Covid-19 is a highly ______ disease that can spread quickly. 2. Drug abuse can damage people’s ______ and mental health. 3. We should ______ drugs and protect ourselves. Task 2: Rewrite the following sentences using the key sentence structures learned in the class. For example, rewrite “We must work together to fight Covid-19” into a sentence using “Only by... can...”. Students complete the tasks independently, and then the teacher checks the answers with the whole class. For students who make mistakes, the teacher explains the reasons and helps them correct the mistakes. Then the teacher asks students to read the completed sentences aloud to consolidate their mastery of vocabulary and sentence structures. Design Intention: Vocabulary and sentence consolidation tasks help students consolidate the knowledge they have learned in the class, ensuring that they can master and use the core vocabulary and sentence structures flexibly. Rewriting sentences can deepen students’ understanding of the key structures and improve their ability to apply language knowledge. Activity 2: Text Retelling The teacher asks students to retell the passage with the help of the key points and framework summarized in the class. The teacher provides a retelling outline on the screen, which includes: 1. The theme of the passage: fighting hidden health enemies (Covid-19 and drug abuse). 2. Introduction to Covid-19: cause, symptoms, infectivity. 3. Introduction to drug abuse: harm to individuals, families and society. 4. The author’s call: joint efforts to fight these enemies. Students are allowed to prepare for 3 minutes, and then 2-3 students are invited to retell the passage in front of the class. The teacher evaluates the students’ retelling from the aspects of content completeness, language accuracy and fluency, and gives positive comments and suggestions for improvement. For example, if a student misses some key points, the teacher can remind them to add them; if a student makes a grammatical mistake, the teacher can correct it gently. Design Intention: Text retelling helps students sort out the logical structure of the passage again, consolidate their understanding of the text content, and improve their oral expression ability. The provided outline helps students organize their ideas, reducing the difficulty of retelling and enhancing their confidence in expression. The teacher’s evaluation and suggestions help students find their own shortcomings and improve their oral English skills. Activity 3: Extended Writing The teacher assigns an extended writing task: “Write a short passage (about 100 words) titled ‘My Ways to Protect Myself from Hidden Health Threats’. You should use the vocabulary and sentence structures learned in the class, and combine your own life experiences.” The teacher provides some hints for students, such as: 1. Mention one or two hidden health threats you know. 2. Introduce your ways to protect yourself from these threats. 3. Express your views on protecting personal health. Students complete the writing task independently. After that, the teacher collects some students’ works, reads them aloud to the whole class, and makes comments. The teacher focuses on evaluating the students’ use of vocabulary and sentence structures, the rationality of the content, and the fluency of the writing. For excellent works, the teacher praises them and encourages other students to learn from them; for works with problems, the teacher puts forward specific suggestions for improvement. Design Intention: Extended writing is an important way to apply the language knowledge learned in the class, which can help students integrate vocabulary, sentence structures and text content, and improve their writing ability. Combining with students’ own life experiences makes the writing task more practical and interesting, stimulating students’ writing motivation. The teacher’s comments and guidance help students improve their writing skills and enhance their confidence in writing. Step 5: Summary and Homework Summary The teacher makes a comprehensive summary of the class: “In today’s class, we read a passage about fighting two hidden health enemies—Covid-19 and drug abuse. We have mastered the core vocabulary and key sentence structures of the passage, understood the main idea and logical structure of the text, and discussed how to fight these hidden enemies. Through this class, we not only improved our reading and language application abilities but also realized the importance of protecting our own health and taking social responsibility.” Then the teacher emphasizes the four-dimensional core literacy cultivated in this class: “In this class, we have improved our language competence by mastering new vocabulary and sentences, enhanced our cultural awareness by understanding global health issues, developed our thinking quality by critical discussion, and cultivated our learning ability by autonomous and cooperative learning.” Design Intention: The summary helps students sort out the knowledge and skills learned in the class, forming a systematic understanding of the teaching content. Emphasizing the four-dimensional core literacy helps students realize the learning value of the class, not only focusing on language knowledge but also on the improvement of comprehensive quality. Homework The teacher assigns three levels of homework to meet the needs of different students: 1. Basic homework: Review the core vocabulary and key sentence structures of the passage, and copy the key sentences twice. 2. Intermediate homework: Complete the extended writing task carefully, and revise it according to the teacher’s comments. 3. Advanced homework: Search for more information about other hidden health threats (such as mental health problems, food safety issues) and write a short report (about 150 words) to introduce them and put forward corresponding protection suggestions. Design Intention: Assigning hierarchical homework conforms to the principle of individualized teaching, which can meet the learning needs of different levels of students. Basic homework helps students consolidate the basic knowledge; intermediate homework helps students improve their writing ability; advanced homework encourages students to expand their knowledge and cultivate their autonomous learning ability, which is conducive to the long-term development of students. 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 $