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

Unit 2 Building the future-Extended reading 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to understand and use future-building-related texts, cultivating cultural awareness of global sustainable development, developing logical and critical thinking, and fostering autonomous learning ability to explore future-related topics actively. 2. 教学重难点 Key points: Grasp core vocabulary and complex sentences in the extended reading text; understand the structure and main ideas about future building. Difficult points: Analyze the authors’ views and logical relationships, and apply what they’ve learned to express their own opinions. 教学过程 Pre-reading: Lead-in and Preparation Activity 1: Theme Discussion The teacher starts the class with an open question: “What do you think the future will be like? What efforts should humans make to build a better future?” Then, invite 3-4 students to share their ideas freely in English. After that, the teacher shows some pictures and short video clips about renewable energy, smart cities and environmental protection, which are closely related to the extended reading text. The teacher briefly introduces the background of the text: it mainly discusses the ways and significance of building a sustainable future from the perspective of environmental protection and technological innovation, and guides students to think about the connection between the theme of the unit and their daily life. Design Intention: This activity aims to activate students’ prior knowledge and life experience about “building the future”, stimulate their interest in the theme of the extended reading, and lay a emotional and cognitive foundation for the subsequent reading. By combining oral expression with audio-visual materials, it can effectively arouse students’ enthusiasm for participation, help them quickly enter the theme context, and subtly cultivate their awareness of sustainable development. Activity 2: Vocabulary and Phrase Preview The teacher lists the core vocabulary and phrases in the extended reading text on the blackboard or PPT, including “sustainable”, “renewable energy”, “carbon emission”, “eco-friendly”, “innovation”, “promote”, “contribute to”, “cope with” and so on. For each word and phrase, the teacher provides simple and easy-to-understand English definitions and example sentences related to the theme of “building the future”, and invites students to read after the teacher to familiarize themselves with the pronunciation and usage. Then, organize students to work in pairs to make simple sentences with these words and phrases, and ask several groups to present their sentences to check their mastery. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary and phrases in advance can help students reduce reading obstacles, improve reading efficiency, and focus more on understanding the content and logical structure of the text during the reading process. The pair work can enhance students’ interactive learning ability, make them master the usage of words and phrases in practice, and lay a solid language foundation for the subsequent reading activities. While-reading: Comprehension and Analysis Activity 1: Skimming for Main Ideas Ask students to read the extended reading text quickly (skimming) and answer two questions: ① What is the main topic of the text? ② What are the two main aspects mentioned in the text to build a better future? After students finish reading, invite them to answer the questions individually. The teacher summarizes and supplements: The main topic of the text is how humans can build a sustainable and better future; the two main aspects are promoting the development and application of renewable energy and strengthening environmental protection and ecological balance. At the same time, guide students to divide the text into several parts according to the main ideas, and clarify the overall structure of the text (introduction - main body - conclusion). Design Intention: Skimming is an important fast reading skill. This activity aims to cultivate students’ ability to grasp the main ideas of the text quickly, help them establish the overall framework of the text, and lay a foundation for in-depth reading. By dividing the text structure, students can better understand the logical connection between each part, and develop their ability to sort out and organize information. Activity 2: Scanning for Key Details Ask students to read the text again carefully (scanning) and complete the following task: Fill in the blanks according to the text, which includes the types of renewable energy mentioned in the text, the harms of environmental pollution, the measures to protect the environment and the significance of building a sustainable future. During the reading process, students can mark the key information in the text with a pen. After completing the task, the teacher checks the answers with the whole class, explains the key sentences and difficult points in the text in detail, such as complex sentences with attributive clauses and adverbial clauses, and helps students understand the meaning of the sentences accurately. Design Intention: Scanning is a skill to find specific information quickly. This activity can help students deeply understand the key details of the text, master the specific content related to the theme, and improve their ability to extract and sort out key information. Explaining difficult sentences can help students break through reading difficulties, consolidate their grammatical knowledge, and improve their language comprehension ability. Marking key information can help students develop good reading habits and lay a foundation for subsequent text analysis and summary. Activity 3: Text Analysis and Discussion Organize students to work in groups of 4 to discuss the following questions: ① What is the author’s attitude towards building a sustainable future? How do you know? ② What are the advantages of developing renewable energy mentioned in the text? ③ What challenges may humans face in the process of building the future? How can we cope with these challenges? Each group designates a recorder to record the group’s opinions and a spokesperson to present the group’s views after the discussion. The teacher comments on the students’ opinions, affirms the advantages, and supplements and corrects the deficiencies. At the same time, guide students to analyze the author’s writing purpose and the rhetorical devices used in the text (such as examples, comparisons, etc.), and understand how the author expresses his views and persuades readers. Design Intention: Group discussion can stimulate students’ thinking, enhance their cooperative learning ability and oral expression ability. By discussing these in-depth questions, students can not only deepen their understanding of the text content, but also analyze the author’s views and logical thinking, and develop their critical thinking ability. Analyzing the writing purpose and rhetorical devices can help students understand the writing skills of the text, improve their literary appreciation ability, and lay a foundation for their own writing. Post-reading: Consolidation and Application Activity 1: Text Summary Ask students to summarize the main content of the extended reading text in their own words, requiring them to include the main topic, key points and the author’s attitude. Students can complete the summary individually first, then exchange and modify it with their deskmates. The teacher invites 2-3 students to present their summaries, comments on them, and guides students to improve their summary ability, such as using concise language, covering key points, and maintaining logical coherence. Design Intention: Summarizing the text is an important way to consolidate reading results. It can help students sort out the key information of the text again, improve their ability to generalize and express in English, and test their understanding of the text. Exchanging and modifying with deskmates can help students learn from each other, find their own deficiencies, and improve their language expression ability. Activity 2: Language Application Design two tasks for students to choose one to complete: ① Write a short paragraph (about 80-100 words) about “My Suggestions on Building a Better Future”, using the core vocabulary and phrases learned in this lesson. ② Suppose you are a volunteer for environmental protection, write a short speech (about 80-100 words) to call on everyone to participate in building a sustainable future. After students finish writing, the teacher collects some works, comments on them in detail, affirms the advantages in language use and content, and points out the problems that need to be improved, such as grammar errors, inappropriate word use and unclear logical structure. Then, invite several students to read their works aloud in class. Design Intention: This activity aims to connect reading with writing, enable students to apply the vocabulary, phrases and sentence patterns learned in the text to practical writing, and improve their comprehensive language application ability. The optional task takes into account the differences in students’ language level, so that each student can complete the task according to their own situation, enhance their learning confidence. Commenting and displaying works can help students find their own deficiencies, learn from excellent works, and improve their writing level. Activity 3: Theme Expansion and Reflection The teacher leads students to expand the theme: “In addition to the content mentioned in the text, what other ways can we take to build a better future? What can we do as senior high school students to contribute to building the future?” Invite students to share their views freely, and guide them to realize that building the future is the responsibility of every person, and they can start from small things in daily life, such as saving energy, protecting the environment, and learning scientific and technological knowledge. Then, ask students to reflect on their own behaviors and think about what improvements they can make to contribute to building a sustainable future. Design Intention: Theme expansion can help students expand their thinking, connect the text content with real life, and deepen their understanding of the theme of “building the future”. Guiding students to reflect on their own behaviors can cultivate their sense of social responsibility and environmental awareness, and realize the connection between personal efforts and the future of human society, which is in line with the requirements of cultivating students’ core literacy. At the same time, it can also stimulate students’ motivation to learn and make progress, and guide them to establish a correct outlook on life and values. Summary and Homework Summary: The teacher briefly summarizes the content of this lesson, reviews the core vocabulary, phrases and key points of the text, and emphasizes the importance of building a sustainable future. At the same time, summarizes the performance of students in class, affirms their efforts and progress, and puts forward expectations for their future learning. Design Intention: Summarizing the lesson can help students sort out the knowledge learned in this lesson, consolidate the learning results, and form a systematic knowledge framework. Affirming students’ performance can enhance their learning confidence and enthusiasm, and putting forward expectations can guide students to continue to pay attention to the theme of “building the future” and improve their comprehensive language ability. Homework: ① Review the extended reading text, recite the core vocabulary and key sentences. ② Complete the language application task that you didn’t choose in class, and revise it according to the teacher’s comments. ③ Surf the Internet to find an English article about “building the future” (such as technological innovation, environmental protection, etc.), read it carefully, and write a short reading note (about 50 words) to record the main ideas of the article. ④ Discuss with your family members about the ways to build a better future, and share your views in the next class. Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the learning content, and connect classroom learning with after-class learning and family life. Reciting vocabulary and sentences can help students consolidate their language foundation; completing the writing task can improve their writing ability; reading extracurricular articles can expand their horizons and improve their reading ability; discussing with family members can enhance their communication ability and deepen their understanding of the theme, which is conducive to the all-round development of students’ core literacy. 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 $