Unit 2 Building the future-Reading 教案-2025-2026学年高中英语译林版选修第二册

Unit 2 Building the future-Reading 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to understand and use related vocabularies and sentences, cultural awareness of low-carbon development, thinking quality of critical analysis, and learning ability to master reading strategies for independent study. 2. 教学重难点 Key points: Master core vocabularies and sentence structures about renewable energy; grasp the text structure and main ideas. Difficult points: Understand long difficult sentences and the deep meaning of renewable energy’s development. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing two groups of pictures on the screen. The first group shows a beautiful village with fertile fields, green mountains and clear water, where farmers are tending crops and livestock are grazing. The second group shows a deserted village with an enormous hole, dry land and polluted air. Then the teacher asks the students two questions in English: “What do you see in the two groups of pictures? What changes have happened to the village and what may cause these changes?” After the students express their opinions freely, the teacher summarizes: “The village changed from beautiful to desolate because of coal mining. Coal is a kind of fossil fuel, which brings temporary economic benefits but great environmental damage. Today, we will learn a passage about how to solve this problem and build a better future—Renewable energy: a gift for the future.” Then the teacher writes the title of the reading passage on the blackboard and leads the students to read it twice. Design Intention: The visual contrast of pictures can quickly attract students’ attention and arouse their emotional resonance. By asking questions, it can activate students’ existing knowledge about environmental protection and fossil fuels, lay a foundation for understanding the text, and naturally lead to the theme of the reading passage—renewable energy, which helps students establish a connection between real life and the text content. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabularies and phrases in the reading passage on the screen, including renewable energy, fossil fuel, carbon dioxide, global warming, solar energy, wind energy, hydroelectric energy, tidal energy, geothermal energy, state-of-the-art, infrastructure, power grid, etc. For each vocabulary, the teacher explains its pronunciation and meaning in simple English, combines it with the context of the text to give example sentences, and guides students to read and memorize them. For example, when explaining “renewable energy”, the teacher says: “Renewable energy refers to energy that can be used repeatedly and will not be exhausted, such as solar energy and wind energy. It is different from fossil fuels like coal and oil, which will be used up one day.” Then, the teacher briefly introduces the background knowledge of renewable energy in English: “With the development of industry, the extensive use of fossil fuels has caused serious environmental problems, such as global warming and air pollution. In order to protect the environment and build a sustainable future, countries around the world are actively developing renewable energy. China is also making great efforts in this field and has achieved remarkable achievements.” Finally, the teacher asks students to predict the content of the passage according to the title and the previewed vocabularies: “What do you think the passage will talk about? Please make a prediction.” After students share their predictions, the teacher encourages them: “Let’s read the passage to check whether your predictions are correct.” Design Intention: Vocabulary is the foundation of understanding the text. Previewing core vocabularies can help students reduce obstacles in reading and improve reading efficiency. Introducing background knowledge enables students to understand the social and practical significance of the text theme, broaden their horizons, and stimulate their interest in reading. Predicting the text content can cultivate students’ reasoning ability and make them read with purpose, which is conducive to improving their reading comprehension ability. Step 3: While-reading (In-depth Reading and Comprehension) Activity 1: Skimming for Main Ideas The teacher asks students to read the passage quickly (skimming) and answer two questions: 1. What is the main topic of the passage? 2. What is the author’s attitude towards renewable energy? After students finish reading, the teacher invites several students to answer the questions and summarizes: “The main topic of the passage is renewable energy, including its advantages, the current development situation around the world and China, as well as the challenges it faces. The author holds a positive and optimistic attitude towards renewable energy, believing that it is an important way to build a better future.” At the same time, the teacher guides students to sort out the structure of the text: Paragraph 1 describes a tragic scenario caused by coal mining to introduce the problem of fossil fuels; Paragraph 2 explains the necessity of developing renewable energy by comparing fossil fuels and renewable energy; Paragraph 3 introduces the development of renewable energy in the world and China; Paragraph 4 discusses the challenges of renewable energy. Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the main idea and text structure of the passage, cultivate their ability to extract key information, and lay a foundation for in-depth understanding of the text details. Sorting out the text structure helps students establish a clear logical framework and improve their logical thinking ability. Activity 2: Scanning for Specific Details The teacher asks students to read the passage again carefully (scanning) and complete the following tasks in groups of 4: Task 1: List the damaging effects of fossil fuels mentioned in the passage. Task 2: What are the advantages of renewable energy compared with fossil fuels? List at least two points. Task 3: What achievements has China made in the field of renewable energy? Task 4: What challenges does renewable energy face? During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides appropriate guidance and help for students who have difficulties. After the discussion, each group sends a representative to report the discussion results, and the teacher comments and supplements, ensuring that students grasp the key details of the text. For example, when students report the damaging effects of fossil fuels, the teacher supplements: “In addition to causing environmental damage during mining and producing a large amount of carbon dioxide after burning to cause global warming, fossil fuels are non-renewable and will be exhausted one day.” When students report China’s achievements, the teacher emphasizes: “China is a global leader in the production of solar panels, wind turbines and batteries for electric vehicles, and the proportion of renewable energy consumption in total energy consumption is increasing.” Design Intention: Scanning can help students accurately find specific information in the text, improve their ability to extract detailed information. Group discussion can stimulate students’ learning enthusiasm, cultivate their cooperative learning ability and expression ability. The teacher’s guidance and comments can help students correct mistakes and deepen their understanding of the text details. Activity 3: Analyzing Long and Difficult Sentences The teacher selects several long and difficult sentences in the passage that are crucial for understanding the text and guides students to analyze them together: 1. “The scenario is tragic, but it only partly describes the damaging effects fossil fuels have on the environment when they are mined.” The teacher guides students to analyze the sentence structure: This is a compound sentence. The first clause is “The scenario is tragic”, and the second clause is “but it only partly describes the damaging effects”. “Fossil fuels have on the environment” is an attributive clause modifying “the damaging effects”, and “when they are mined” is an adverbial clause of time. Then the teacher translates the sentence into Chinese to help students understand its meaning, and asks students to read the sentence repeatedly to master its structure and expression. 2. “A study found that renewable energy sources emit about 50g or less of carbon dioxide per kilowatt-hour over their lifetime, compared to about 1,000g for coal.” The teacher explains the key structure “compared to” and guides students to understand the function of this sentence: It uses specific data to compare the carbon dioxide emissions of renewable energy and coal, highlighting the advantage of renewable energy in environmental protection. Then the teacher asks students to make sentences with “compared to” to consolidate their mastery of this structure. 3. “China manufactures state-of-the-art solar panels and wind turbines, and is the global leader in the production of batteries to power electric vehicles and store renewable energy on power grids.” The teacher explains the meaning of “state-of-the-art” (the most advanced) and guides students to analyze the parallel structure in the sentence, helping students understand the achievements of China in renewable energy. Then the teacher asks students to read the sentence aloud to feel the tone of pride in the sentence. Design Intention: Long and difficult sentences are the key and difficult points in reading comprehension. By analyzing long and difficult sentences, students can master the complex sentence structure in English, break through the reading obstacles, and deepen their understanding of the text meaning. At the same time, it can help students accumulate sentence patterns and improve their language expression ability. Step 4: Post-reading (Consolidation and Application) Activity 1: Text Retelling The teacher asks students to retell the passage according to the text structure and key details they have mastered. The teacher can provide some key words and phrases as prompts, such as fossil fuels, environmental damage, renewable energy, advantages, China’s achievements, challenges, etc. Students can retell the passage individually or in pairs. After retelling, the teacher evaluates the students’ performance, affirming their strengths and pointing out the areas that need improvement, such as the accuracy of information, the fluency of expression and the correct use of vocabularies and sentences. Design Intention: Text retelling is an effective way to consolidate the text content. It can help students review and sort out the key information of the text, improve their ability to organize language and express in English. The prompts provided by the teacher can reduce the difficulty of retelling and enhance students’ confidence in expression. Activity 2: Group Discussion The teacher puts forward a discussion topic: “As senior high school students, what can we do to promote the development of renewable energy and help build a better future?” Students discuss this topic in groups of 4, and each group records the discussion results. After the discussion, each group sends a representative to share their opinions with the whole class. The teacher summarizes and comments on the students’ opinions, encouraging students to put their ideas into practice in daily life. For example, students may put forward opinions such as saving electricity, using energy-saving appliances, promoting renewable energy knowledge to family and friends, and participating in environmental protection activities. The teacher affirms these opinions and says: “Your ideas are very practical. Everyone can contribute to the development of renewable energy and the construction of the future. Let’s take action together.” Design Intention: This discussion topic connects the text content with students’ real life, enabling students to apply the knowledge they have learned to practice, and cultivating their sense of social responsibility and environmental awareness. Group discussion can further stimulate students’ thinking, improve their cooperative learning ability and oral expression ability. Activity 3: Vocabulary and Sentence Practice 1. Vocabulary Practice: The teacher presents some fill-in-the-blank questions on the screen, requiring students to fill in the blanks with the core vocabularies and phrases learned in the passage. For example: ① _______ (可再生能源) is a perfect alternative to fossil fuels. ② Burning fossil fuels produces a lot of _______ (二氧化碳), which causes global warming. ③ China is the global leader in the production of _______ (太阳能电池板) and wind turbines. After students finish the exercises, the teacher checks the answers and explains the key points of vocabulary use. 2. Sentence Practice: The teacher asks students to make sentences with the key sentence structures learned in the passage, such as “compared to”, “which” attributive clause, etc. Students write down their sentences on the exercise books, and the teacher selects some sentences to comment on, helping students master the correct use of sentence structures. Design Intention: Vocabulary and sentence practice can help students consolidate the knowledge they have learned, improve their ability to use vocabularies and sentences flexibly, and lay a foundation for their future English learning and expression. Step 5: Summary and Homework Summary The teacher summarizes the content of this class in English: “Today we learned a passage about renewable energy. We know the damaging effects of fossil fuels, the advantages of renewable energy, the development situation of renewable energy in the world and China, as well as the challenges it faces. We also mastered some core vocabularies and sentence structures, and discussed what we can do to promote the development of renewable energy. I hope you can remember what we learned today and apply it to your daily life.” Design Intention: Summarizing the class content can help students sort out the knowledge system of this class, deepen their understanding and memory of the knowledge, and make them have a clear understanding of what they have learned. Homework 1. Read the passage aloud for 15 minutes every day, and recite the key paragraphs (Paragraph 2 and Paragraph 3). 2. Copy the core vocabularies and long difficult sentences, and make 5 sentences with the key vocabularies and 3 sentences with the key sentence structures. 3. Write a short passage (about 100 words) titled “My Contribution to Promoting Renewable Energy”, using the knowledge learned in this class. 4. Surf the Internet to find more information about renewable energy and share it in the next class. Design Intention: The homework is designed to consolidate the knowledge learned in class, improve students’ reading, writing and independent learning abilities. Reciting and copying can help students consolidate vocabularies and sentences. Writing a short passage can enable students to apply the knowledge they have learned to writing, improving their writing ability. Surfing the Internet to find information can cultivate students’ ability to collect and process information, and expand their knowledge. 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 $