Unit5 Humans and Nature Reading Club 教案-2025-2026学年高中英语北师大版必修第二册

Unit 5 Humans and Nature-Reading Club 教学目标和重难点 教学目标 Language Competence: Students can master key vocabulary and sentence patterns related to humans and nature, understand the main idea and details of the reading materials, and express their views on the relationship between humans and nature in simple English. Cultural Awareness: They can learn about the concepts of environmental protection in different cultures, recognize the common responsibility of humans to protect nature, and establish a sense of harmony between humans and nature. Thinking Quality: Students can analyze the logical relationship in the text, judge and evaluate the viewpoints in the materials, and develop critical and divergent thinking. Learning Ability: They can master effective reading strategies, form good reading habits, and improve their ability of independent learning and cooperative inquiry. 教学重难点 Key Points: Mastering key vocabulary (such as drought, climate, wildlife, escape) and phrases (such as turn one's back on, on the edge of) in the Reading Club; understanding the structure of the text, grasping the main content and core viewpoints of the reading materials; being able to use the learned language knowledge to talk about environmental protection. Difficult Points: Understanding the deep meaning of the text, especially the reflection on the relationship between humans and nature; using appropriate sentence patterns to express personal views and suggestions on environmental protection accurately and fluently; cultivating the ability to connect the text with real life. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a series of pictures and short videos, which include beautiful natural landscapes (such as snow-capped mountains, clear lakes, dense forests and various wild animals) and damaged natural environments (such as dry land due to drought, polluted rivers, felled trees and endangered animals). After playing the materials, the teacher asks two guiding questions: “What do you think of the two kinds of scenes in the pictures and videos?” “What kind of relationship do you think humans should have with nature?” Then, the teacher invites 3-4 students to share their views freely in English. After the students' sharing, the teacher makes a brief summary, points out that the relationship between humans and nature is an eternal topic, and leads to the theme of this lesson — Reading Club in Unit 5 Humans and Nature, telling students that today they will explore the relationship between humans and nature through reading and further improve their English language ability. Design Intention: The visual materials (pictures and short videos) can attract students' attention quickly, arouse their emotional resonance, and make them have a preliminary understanding of the positive and negative impacts of human activities on nature. The guiding questions can stimulate students' thinking, encourage them to express their own views in English, lay a foundation for the follow-up reading and discussion activities. At the same time, it can naturally lead to the theme of the lesson, help students establish a connection between the existing knowledge and the new lesson, and improve their learning enthusiasm. Step 2: Pre-reading (Pre-reading Preparation) First, the teacher arranges students to work in groups of 4 to review the key vocabulary and phrases related to the unit learned before, such as “disaster, climate, landscape, lecture, escape, turn one's back on, all at once, on the edge of” and so on. Each group is required to list 5-8 key words and phrases, and then send a representative to write them on the blackboard. The teacher checks and corrects the spelling and usage of the words and phrases, and explains the key points of difficult words and phrases (such as the part of speech, collocation and example sentences of “scary, survive”). Then, the teacher introduces the background of the Reading Club materials briefly. The Reading Club includes two parts: one is an expository text about New Zealand, introducing its geographical location, geographical features, precious animals and plants and tourist attractions; the other is a text about animals and plants on the screen, taking the movie “Wolf Totem” as an example, showing different viewers' comments on the movie and highlighting the environmental protection theme. The teacher tells students that the two texts are closely related to the unit theme, and encourages them to predict the content of the texts according to the title and background introduction. The teacher asks: “What do you think the text about New Zealand will introduce?” “What kind of views do you think the viewers will put forward on the movie ‘Wolf Totem’?” Students can discuss in groups for 3 minutes and then share their predictions. Design Intention: Reviewing the key vocabulary and phrases can help students consolidate the existing knowledge, remove the language barriers in the process of reading the new text, and lay a solid language foundation for smooth reading. Introducing the text background can help students understand the context of the text, reduce the difficulty of reading comprehension, and enable them to predict the text content more accurately. Group discussion can cultivate students' cooperative learning ability, stimulate their learning initiative, and make them more actively involved in the follow-up teaching activities. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into two parts: fast reading and careful reading, aiming at helping students understand the text from the overall to the local, and gradually improve their reading comprehension ability. First, Fast Reading. The teacher asks students to read the two texts of the Reading Club quickly, and complete two tasks: 1. Determine the main idea of each text; 2. Underline the key sentences that reflect the main idea. After reading, the teacher invites students to share their answers. For the first text (about New Zealand), the main idea is to introduce New Zealand's basic situation, including its geographical location, geographical features, precious animals and plants and tourist attractions, showing the beauty of New Zealand's nature. For the second text (about “Wolf Totem”), the main idea is to show different viewers' comments on the movie, discuss its shooting techniques and the conveyed environmental protection theme, and guide people to think about the relationship between humans and animals. The teacher checks the students' answers, corrects the wrong understanding, and emphasizes that fast reading should focus on grasping the overall content, not getting stuck in individual words and sentences. Design Intention: Fast reading training can help students master the fast reading strategy, improve their reading speed, and enable them to quickly grasp the main idea of the text, which is in line with the requirements of high school English reading teaching. Underlining key sentences can help students sort out the logical structure of the text and lay a foundation for the follow-up careful reading. Second, Careful Reading. The teacher arranges students to read the two texts carefully, and complete the following tasks in groups. For the first text (about New Zealand): 1. Answer the following questions: (1) Where is New Zealand located? (2) What are the main geographical features of New Zealand? (3) What precious animals and plants are there in New Zealand? (4) What famous tourist attractions are mentioned in the text? 2. Analyze the structure of the text and point out the function of each paragraph. For the second text (about “Wolf Totem”): 1. Answer the following questions: (1) What do the viewers think of the shooting techniques of the movie? (2) Why did the director spend several years training wolf cubs? (3) What environmental protection theme does the movie convey? 2. Find out the views of different viewers and summarize their similarities and differences. During the students' discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance for students who have difficulties. For example, for students who cannot find the key information, the teacher can remind them to locate the relevant content according to the question keywords; for students who have difficulty understanding long sentences, the teacher can help them analyze the sentence structure and split the long sentence into simple sentences. After the group discussion, each group sends a representative to share their answers, and the teacher makes comments and supplements, emphasizing the key and difficult points in the text. For example, in the first text, the description of New Zealand's geographical features and precious animals and plants should be paid attention to, which reflects the beauty of nature; in the second text, the director's training of wolf cubs reflects the respect for nature and animals, and the viewers' comments reflect different understandings of the environmental protection theme. In addition, the teacher guides students to pay attention to the key sentence patterns in the text, such as comparative sentences (“The larger the bodies were, the more rapidly they fell”), attributive clauses (“The dark forest where strange noises could be heard at night is really scary”) and so on. The teacher explains the structure and usage of these sentence patterns, and asks students to find similar sentence patterns in the text and make their own sentences, so as to help students master the language knowledge in the text and improve their language application ability. Design Intention: Careful reading is the key link of reading teaching. Through answering questions and analyzing the text structure, students can deeply understand the details and logical relationship of the text, and improve their reading comprehension ability. Group discussion can cultivate students' cooperative inquiry ability and communication ability. The teacher's timely guidance can help students solve difficulties in reading, ensure the smooth progress of teaching activities. Paying attention to key sentence patterns can help students consolidate language knowledge, improve their ability of language application, and lay a foundation for the follow-up speaking and writing activities. Step 4: Post-reading (Expansion and Application) This step is mainly to help students consolidate the content of the text, expand their thinking, and apply the learned language knowledge to practice, so as to improve their comprehensive language application ability. It is divided into three activities: Activity 1: Text Retelling. The teacher asks students to retell the content of the two texts in their own words. They can choose one of the texts to retell, and the retelling should include the main idea, key details and core viewpoints. Students can prepare individually for 5 minutes first, then invite 2-3 students to retell in front of the class. The teacher makes comments on the students' retelling, affirming their advantages, pointing out their deficiencies (such as incomplete content, incorrect use of words and sentences), and guiding them to improve. For example, if a student forgets to mention the precious animals and plants in New Zealand when retelling the first text, the teacher can remind them to supplement; if a student uses the wrong tense when retelling, the teacher can correct it and explain the usage of the tense. Design Intention: Text retelling can help students consolidate the content of the text, improve their ability of language organization and expression, and test their mastery of the text. Individual preparation and class retelling can not only cultivate students' independent learning ability, but also exercise their oral expression ability, and enhance their confidence in speaking English. Activity 2: Group Discussion. The teacher puts forward the discussion topic: “Combined with the two texts of the Reading Club and your own life experience, what should we do to protect nature and achieve harmony between humans and nature?” Each group is required to discuss this topic in depth, put forward specific suggestions, and record the key points of the discussion. During the discussion, the teacher guides students to combine the content of the text, such as learning from New Zealand's protection of natural environment and precious animals and plants, and learning from the environmental protection concept conveyed by the movie “Wolf Totem”, and put forward practical suggestions. For example, saving water and electricity, reducing the use of plastic products, protecting wild animals, planting trees and so on. After the discussion, each group sends a representative to report the discussion results, and other groups can supplement and comment. The teacher makes a final summary, emphasizes that protecting nature is the common responsibility of all humans, and encourages students to put the environmental protection suggestions into action in their daily life. Design Intention: Group discussion can stimulate students' thinking, cultivate their critical thinking and divergent thinking ability, and enable them to connect the text with real life, so as to deepen their understanding of the unit theme. Putting forward specific environmental protection suggestions can help students establish a sense of environmental protection and a sense of social responsibility, which is in line with the requirements of cultural awareness and thinking quality in core literacy. At the same time, it can also improve students' oral expression ability and cooperative learning ability. Activity 3: Writing Practice. The teacher asks students to write a short passage (about 80-100 words) with the title “My Suggestions on Protecting Nature”. The writing should include the importance of protecting nature and specific suggestions. Before writing, the teacher guides students to sort out the ideas: first, point out the importance of protecting nature; then, put forward 2-3 specific suggestions; finally, express the determination to protect nature. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out ideas, reminding them to use the key words and sentence patterns learned in the lesson. After writing, the teacher collects some students' works, reads them in class, and makes comments, pointing out the advantages and deficiencies of the works, and guiding students to revise and improve their works. Design Intention: Writing practice is an important way to test students' language application ability. Combining the theme of the lesson and the discussion results to carry out writing practice can help students consolidate the learned language knowledge, improve their writing ability. The teacher's guidance and comments can help students find their own deficiencies in writing, and improve their writing level. At the same time, it can also deepen students' understanding of the environmental protection theme and enhance their sense of environmental protection. Step 5: Summary and Homework First, Summary. The teacher leads students to summarize the content of this lesson together: 1. Reviewed the key vocabulary and phrases related to humans and nature; 2. Read the two texts of the Reading Club, understood their main ideas, key details and core viewpoints; 3. Mastered some key sentence patterns and improved the reading and writing ability; 4. Discussed the ways to protect nature and established a sense of environmental protection. The teacher emphasizes that this lesson not only helps students improve their English language ability, but also guides them to think about the relationship between humans and nature, and hopes that students can apply the learned knowledge and concepts to their daily life and take action to protect nature. Design Intention: Summarizing the lesson can help students sort out the knowledge system of this lesson, consolidate the learned content, and enable them to have a clear understanding of the gains of this lesson. Emphasizing the combination of language learning and environmental protection can help students realize the practical significance of learning, and enhance their learning motivation and sense of social responsibility. Second, Homework. 1. Read the two texts of the Reading Club again, recite the key words, phrases and sentences; 2. Revise the short passage written in class according to the teacher's comments, and hand it in the next class; 3. Collect 2-3 environmental protection stories or cases in English, and share them in the next class; 4. Try to do one thing to protect nature in daily life (such as saving water, picking up garbage) and write a short record in English (about 50 words). Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the teaching content, and connect the classroom teaching with daily life. Reciting key words and sentences can help students consolidate language knowledge; revising the short passage can improve their writing ability; collecting environmental protection stories or cases can expand their knowledge and improve their reading ability; doing environmental protection things and writing records can help students put the environmental protection concept into action, and further deepen their understanding of the unit theme. At the same time, it can also cultivate students' independent learning ability and sense of responsibility. 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 $