Unit 1 Beware and take care-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 It focuses on language competence by improving reading and expression skills, cultivates cultural awareness by understanding global safety issues, develops thinking quality through critical analysis, and fosters learning ability via independent and cooperative exploration. 2. 教学重难点 Key points: Grasp the main idea and details of the extended reading text, master core vocabularies and complex sentence structures. Difficult points: Analyze the author’s purpose and logical structure, and apply the learned content to practical expression. 教学过程 Lead-in The teacher starts the class with a question-and-answer activity: “Have you ever met a situation where you need to be careful to avoid danger? What did you do to protect yourself?” Then, the teacher shows some pictures related to personal safety, such as avoiding drug abuse, preventing fraud, and keeping personal hygiene, and asks students to discuss in pairs: “What hidden dangers are there in these pictures? How can we stay away from them?” After 3 minutes of discussion, invite 2-3 groups to share their opinions. Finally, the teacher summarizes: “Today, we will learn the extended reading text of Unit 1, which will help us understand more about hidden dangers around us and how to protect ourselves. Let’s start our reading journey.” Pre-reading 1. Vocabulary Preview: The teacher presents the core vocabularies and phrases in the extended reading text, including “drug abuse, immune system, respiratory problem, kidney failure, law and order, addicted, destructive impact” and so on. For each vocabulary, the teacher explains its meaning, pronunciation, and usage with simple English, and gives example sentences combined with the text context. For example, when explaining “drug abuse”, the teacher says: “Drug abuse means using drugs in a way that is harmful to health. In the text, the police officer says that drug abuse has a destructive impact on individuals and families.” Then, ask students to read the vocabularies aloud twice and practice making simple sentences in pairs to ensure that they have a basic understanding of the vocabularies and can use them initially. 2. Background Introduction: The teacher briefly introduces the background of the text: “The extended reading text is a speech given by a police officer who has long been engaged in the fight against drugs. He shares his experiences and observations, telling us the harm of drug abuse and the importance of saying no to drugs. This will help us better understand the author’s emotion and the purpose of the speech.” At the same time, the teacher supplements simple information about the World Drug Report mentioned in the text, such as “According to the 2021 World Drug Report, about 275 million people used drugs worldwide”, to help students understand the seriousness of the problem of drug abuse and arouse their attention to the theme. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies can help students reduce reading obstacles and improve reading efficiency. The background introduction enables students to understand the context and author’s identity of the text in advance, which is conducive to them grasping the author’s purpose and emotional tendency when reading, and laying a solid foundation for in-depth reading. While-reading This part is divided into three steps: skimming, scanning, and intensive reading, to help students understand the text from shallow to deep. 1. Skimming: Ask students to read the text quickly and answer two questions: (1) Who is the speaker of the text? (2) What is the main topic of the text? After students finish reading, invite them to answer the questions. The teacher summarizes: “The speaker is a police officer, and the main topic of the text is the harm of drug abuse and the responsibility of everyone to say no to drugs.” Design Intention: Skimming is a fast reading skill that helps students quickly grasp the main idea of the text and form a general understanding of the text structure. The two simple questions guide students to focus on the core information during skimming, avoiding aimless reading and improving reading efficiency. 2. Scanning: Ask students to read the text again carefully and complete the following tasks: (1) Find out the data mentioned in the text and write them down. (2) List the harms of drug abuse mentioned in the text. (3) Find out the suggestions given by the police officer to avoid drug abuse. After students finish the tasks, organize them to check the answers in groups. The teacher comments on the students’ answers, emphasizes the key information, and sorts out the data and key points clearly on the blackboard: Data: 275 million people used drugs worldwide; over 36 million people suffered from drug use disorders. Harms: Destroying physical and mental well-being, causing heart problems, respiratory problems, kidney failure, liver damage, weakened immune system, interfering with people’s ability to make sensible decisions. Suggestions: Say no to drugs, stay alert, and take personal responsibility. Design Intention: Scanning is a targeted reading skill that helps students find specific information quickly. Through this task, students can further understand the details of the text, grasp the key content such as data, harms, and suggestions, and lay a foundation for intensive reading and in-depth analysis. Group check not only promotes students’ cooperative learning but also helps teachers find out the problems existing in students’ reading in time. 3. Intensive Reading: Guide students to read the text paragraph by paragraph, analyze the key sentences and the author’s emotional tendency, and deepen their understanding of the text. Paragraph 1: The teacher asks students to read the paragraph aloud and think: “What does the police officer want to express by saying ‘I have witnessed, all too often, the destructive impact that drugs can have on individuals, families and the wider community’?” Invite students to share their opinions, and the teacher summarizes: “The police officer uses his own experience to emphasize the seriousness of the harm of drug abuse, and arouse the audience’s attention to the problem of drug abuse.” Then, analyze the key sentence “I have seen how drugs can destroy people’s physical and mental well-being and ruin young lives before they even begin.” The teacher asks: “What rhetorical device is used in this sentence? What effect does it have?” Guide students to find that it is a parallel structure, which strengthens the tone and highlights the great harm of drugs to individuals. Paragraph 2: Ask students to read the paragraph and think: “Why does the police officer quote the data from the 2021 World Drug Report?” Students discuss in groups, and the teacher guides them to conclude: “The data can make the argument more persuasive and objective, proving that drug abuse is a serious global problem, so everyone has the responsibility to say no to drugs.” Then, explain the key phrase “speak for themselves” and let students practice using it in sentences. Paragraph 3: Guide students to read the paragraph and list the physical and mental harms of drug abuse in detail. The teacher asks: “What is the logical relationship between the two sentences in this paragraph?” Help students understand that it is a progressive relationship: first talk about physical harm, then talk about mental harm, which makes the content of the paragraph more hierarchical and clear. Then, ask students to translate the key sentence “Moreover, drugs interfere with a person’s ability to make sensible decisions. Consequently, people under the influence of drugs are no longer in control of their own mind and likely to put themselves or others in great danger.” into Chinese, to check their understanding of the sentence and master the usage of “consequently”. Design Intention: Intensive reading is the key link to in-depth understanding of the text. By analyzing key paragraphs, sentences, and rhetorical devices, students can not only grasp the details and logical structure of the text but also improve their ability to analyze and understand the text. The questions and group discussions guide students to think actively, cultivate their critical thinking ability, and at the same time deepen their understanding of the author’s purpose and emotional tendency. Post-reading This part includes three activities: text retelling, group discussion, and language application, to help students consolidate the learned content and improve their language application ability. 1. Text Retelling: Ask students to retell the text in their own words according to the key points sorted out in the scanning link. The teacher can give a simple outline: Speaker → Background → Data → Harms of drug abuse → Conclusion. Students can practice in pairs first, then invite 2-3 students to retell the text in front of the class. The teacher comments on their retelling, affirms their advantages, and points out the problems that need to be improved, such as the use of vocabularies and sentence structures. Design Intention: Text retelling can help students consolidate the main content and key details of the text, improve their oral expression ability and logical thinking ability. The outline provided by the teacher helps students sort out their ideas and ensure the completeness and fluency of retelling. Pair practice gives every student the opportunity to speak, which is conducive to improving their oral English level. 2. Group Discussion: Divide students into groups of 4-5, and give the discussion topic: “As senior high school students, what can we do to say no to drugs and help others stay away from drug abuse?” The teacher reminds students to combine the content of the text and their own real-life experience to discuss. During the discussion, the teacher walks around the classroom, guides students who have difficulty in expressing, and helps them sort out their ideas. After 5 minutes of discussion, each group sends a representative to share their opinions. The teacher summarizes the students’ opinions, such as “Strengthen the study of drug-related knowledge, stay away from bad people and places, help classmates who are tempted by drugs, and publicize the harm of drug abuse to family and friends”. Design Intention: Group discussion combines the text content with real life, which not only helps students deepen their understanding of the theme of the text but also cultivates their cooperative learning ability and problem-solving ability. The discussion topic is closely related to students’ own life, which can arouse their sense of responsibility and participation, and realize the connection between language learning and practical life. 3. Language Application: Ask students to write a short passage of 80-100 words about “How to Stay Away from Drug Abuse” according to the text content and the results of group discussion. The teacher reminds students to use the core vocabularies and sentence structures learned in the text, such as “drug abuse, destructive impact, sensible decisions, take responsibility” and so on. After students finish writing, invite some students to hand in their compositions and comment on them in class, focusing on the correctness of vocabularies and sentence structures, the fluency of the passage, and the clarity of ideas. For excellent compositions, the teacher can read them aloud to set an example for other students; for compositions with problems, the teacher can put forward targeted suggestions for improvement. Design Intention: Language application is the key link to transform the learned knowledge into practical ability. Writing a short passage can help students consolidate the core vocabularies and sentence structures, improve their writing ability, and at the same time deepen their understanding of the theme of the text. The teacher’s comment helps students find out their own problems in writing and improve their writing level in time. Summary and Extension 1. Summary: The teacher summarizes the content of this class with students: “In this class, we learned the extended reading text given by a police officer, grasped the main idea and key details of the text, mastered the core vocabularies and sentence structures related to drug abuse, and discussed how to stay away from drug abuse as senior high school students. We also improved our reading, speaking, and writing abilities through various activities.” 2. Extension: The teacher introduces other hidden dangers around students, such as fraud, Internet addiction, and traffic accidents, and asks students to collect relevant English materials after class, read them, and write a short comment on how to avoid these hidden dangers. At the same time, the teacher recommends some English videos and articles about personal safety to students, encouraging them to expand their reading and improve their English ability and safety awareness. Design Intention: The summary helps students sort out the knowledge and skills learned in this class, form a systematic understanding, and consolidate the learning effect. The extension activity extends the theme of the text to a wider range, connects language learning with students’ real life, helps students cultivate the habit of independent learning, and improves their comprehensive quality and safety awareness. Homework 1. Review the core vocabularies and key sentences of the extended reading text, and recite 5 key sentences. 2. Finish the short passage “How to Stay Away from Drug Abuse” and revise it according to the teacher’s comments. 3. Collect one English article about personal safety, read it carefully, and write a 50-word summary. 4. Discuss with family members about the harm of drug abuse and share what you have learned in this class with them. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge and skills learned in class. The design of homework is hierarchical: reciting key sentences and revising compositions help students consolidate the basic knowledge and language application ability; collecting articles and sharing with family members help students expand their reading and combine language learning with real life, realizing the integration of learning and application. 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 $