Unit1 Nature Reading A Digging in 教学设计-2025-2026学年高中英语沪外版必修第二册

Unit 1 Nature-Reading A-Digging in 教学目标和重难点 教学目标 It focuses on developing students’ language ability to grasp core vocabulary and discourse structure, cultural awareness to understand the harmony between humans and nature, thinking quality to analyze and infer logically, and learning ability to master effective reading strategies independently and cooperatively. 教学重难点 Key points: Master core vocabulary and sentence patterns related to nature, grasp the main idea and details of the text. Difficult points: Understand long and difficult sentences and implied meanings, and use reading strategies to analyze the author’s intention and the theme of harmony between humans and nature. 教学过程 Step 1: Lead-in (Warm-up and Theme Introduction) The teacher starts the class with a multimedia presentation, showing a series of vivid pictures and short video clips about nature, including dense forests, clear lakes, flying birds, and thriving plants. After playing, the teacher asks students questions in English: “What can you see in the pictures and videos? How do these natural scenes make you feel? Do you think nature is important to us? Why?” Then, invite 3-4 students to share their answers in English. The teacher listens carefully, gives positive comments, and guides students to focus on the beauty and value of nature. Finally, the teacher naturally leads to the topic of this lesson: “Today, we will learn Reading A-Digging in from Unit 1 Nature. This passage will take us to explore the secrets of nature and let us understand the deep connection between humans and nature.” Design Intention: The use of audio-visual materials can quickly attract students’ attention, stimulate their interest in learning, and activate their existing knowledge and experience about nature. The question-and-answer interaction creates a relaxed English communication atmosphere, helps students adapt to the English teaching environment quickly, and lays a solid foundation for the subsequent reading links. At the same time, it implicitly guides students to think about the relationship between humans and nature, which is in line with the requirement of cultivating students’ cultural awareness and thinking quality. Step 2: Pre-reading (Vocabulary Preview and Background Supplementary) First, the teacher presents the core vocabulary and phrases of the text on the blackboard or PPT, including wither, elaborate, splendour, moth poo, represent, replace, restore, flourish, in turn, various, etc. For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of the text to give example sentences, and guides students to read aloud repeatedly to master the correct pronunciation and usage. For example, when explaining “flourish”, the teacher says: “Flourish means to grow well and be healthy. For example, plants flourish in warm and wet weather.” Then, the teacher invites students to make their own sentences with these words and phrases, and checks their mastery. Next, the teacher briefly supplements the background knowledge related to the text: “This passage mainly tells a fable about nature, which shows the balance of nature and the importance of protecting natural species. In the fable, we can see the changes of nature and the attitudes of different characters towards nature. Understanding this background will help us better grasp the theme of the text.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles, improve reading efficiency, and lay a foundation for understanding the text. The way of explaining words with simple English and example sentences conforms to the cognitive level of senior high school students, and helps them master the usage of words in context. Supplementing background knowledge can help students understand the cultural connotation and theme of the text, and cultivate their cultural awareness and learning ability. Step 3: While-reading (Layered Reading and Comprehension) Skimming (Grasp the Main Idea) The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the passage? 2. What is the author’s main purpose of writing this passage? After students finish reading, the teacher organizes a class discussion, invites several students to share their answers, and then summarizes: “The main topic of this passage is a fable about nature, which tells the changes of nature and the importance of maintaining the balance of nature. The author’s main purpose is to let us realize the value of nature and enhance our awareness of protecting natural species.” Design Intention: Skimming is an important reading strategy. Guiding students to skim the text can help them quickly grasp the main idea and the author’s writing purpose, cultivate their ability to extract key information, and lay a foundation for in-depth reading. The class discussion can stimulate students’ thinking, let them exchange and learn from each other, and improve their oral expression ability and cooperative learning ability. Scanning (Locate Key Details) The teacher asks students to read the text again carefully (scanning) and complete a detail-filling task. The task includes the following contents: 1. What did the old man do to protect the forest? 2. What happened to the forest after the old man left? 3. How did people realize their mistakes? 4. What measures did people take to restore the forest? Students can work in pairs to complete the task. After finishing, the teacher checks the answers, explains the difficult points, and guides students to mark the key sentences in the text. Design Intention: Scanning can help students accurately locate key details in the text, improve their ability to obtain specific information, and deepen their understanding of the text content. Working in pairs can cultivate students’ cooperative learning ability, let them help each other, and improve their learning efficiency. Marking key sentences can help students sort out the context of the text and lay a foundation for analyzing the structure of the text. Close Reading (Analyze Discourse Structure and Implied Meanings) First, the teacher guides students to analyze the structure of the text. The teacher asks: “How is the text structured? Can we divide it into several parts? What is the main content of each part?” Students discuss in groups, and then the teacher summarizes: “The text can be divided into three parts. The first part introduces the old man’s efforts to protect the forest; the second part describes the damage of the forest after the old man left; the third part tells how people realized their mistakes and restored the forest.” Then, the teacher focuses on analyzing the long and difficult sentences in the text, such as “The forest, which had been flourishing for centuries, began to wither and die after people cut down too many trees.” The teacher decomposes the sentence structure, explains the attributive clause, and guides students to understand the meaning of the sentence. At the same time, the teacher guides students to analyze the implied meanings of some sentences, such as “Nature will always repay those who care for it, and punish those who destroy it.” The teacher asks: “What does this sentence imply? What does it tell us?” Students think and share their views, and the teacher gives appropriate guidance and summary. In addition, the teacher guides students to analyze the author’s emotional attitude and writing skills. The teacher asks: “What kind of emotional attitude does the author have towards nature? What writing skills does the author use to express his views?” Students discuss and summarize: “The author has a respectful and concerned attitude towards nature. The author uses fable stories, personification and contrast to express his views, making the text more vivid and persuasive.” Design Intention: Close reading is the key link of in-depth understanding of the text. Analyzing the discourse structure can help students grasp the logical relationship of the text and improve their ability to organize and analyze discourse. Analyzing long and difficult sentences can help students break through reading difficulties and improve their language ability. Analyzing implied meanings, emotional attitude and writing skills can cultivate students’ critical thinking ability and literary appreciation ability, and help them deeply understand the theme of the text. Step 4: Post-reading (Consolidation, Application and Expansion) Vocabulary and Sentence Pattern Consolidation The teacher designs two consolidation tasks. Task 1: Fill in the blanks with the core vocabulary and phrases learned in the lesson. The sentences are closely related to the text content, such as “The forest began to ________ after people cut down too many trees.” “We should ________ the balance of nature to make our world more beautiful.” Task 2: Rewrite the key sentences in the text with the learned vocabulary and sentence patterns. For example, rewrite “People realized their mistakes and began to plant trees.” into “Having realized their mistakes, people began to plant trees.” Students complete the tasks independently, and then the teacher checks the answers, corrects mistakes, and explains the key points. Design Intention: Consolidation tasks can help students consolidate the vocabulary and sentence patterns learned in the lesson, improve their ability to use language flexibly, and achieve the goal of mastering and applying knowledge. The tasks are closely related to the text content, which can help students connect the learned knowledge with the text, deepen their understanding and memory. Group Discussion and Expression The teacher puts forward a discussion topic: “Combined with the text and your own life experience, what can we do to protect nature in our daily life?” Students are divided into groups of 4-5 to discuss the topic. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence patterns learned in the lesson to express their views, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to share their group’s views in front of the class. The teacher listens carefully, gives positive comments, and summarizes the effective ways to protect nature. Design Intention: Group discussion can cultivate students’ cooperative learning ability and critical thinking ability, let them express their views freely, and improve their oral expression ability. The discussion topic is closely related to real life, which can help students connect the text knowledge with practical life, enhance their awareness of protecting nature, and realize the value of the text. The teacher’s guidance and comments can help students improve their expression ability and correct their mistakes in time. Theme Expansion The teacher introduces some real cases of nature protection and destruction around the world, such as the Amazon rainforest deforestation, the protection of giant pandas in China, etc. Then, the teacher asks students: “What do you think of these cases? What lessons can we learn from them?” Students think and share their views. The teacher then summarizes: “Nature is our home, and protecting nature is our responsibility. We should respect nature, live in harmony with nature, and take practical actions to protect our common home.” In addition, the teacher recommends some English materials related to nature protection, such as English articles, videos, and documentaries, and asks students to read and watch them after class to expand their knowledge and improve their English reading and listening ability. Design Intention: Theme expansion can help students expand their horizons, deepen their understanding of the theme of nature protection, and enhance their sense of social responsibility and cultural awareness. Recommending after-class materials can guide students to carry out autonomous learning, improve their learning ability, and form a good learning habit of combining in-class and after-class learning. Step 5: Summary and Homework Summary The teacher invites students to summarize the main content of this lesson, including the core vocabulary and sentence patterns, the main idea of the text, the reading strategies learned, and the theme of nature protection. Then, the teacher makes a final summary: “In this lesson, we have learned Reading A-Digging in, mastered many core vocabulary and sentence patterns, grasped the main idea and structure of the text, and learned skimming, scanning and close reading strategies. More importantly, we have realized the importance of protecting nature. I hope everyone can take practical actions to protect our nature and live in harmony with it.” Design Intention: Letting students summarize the lesson can help them sort out the knowledge learned in the lesson, deepen their memory and understanding, and improve their ability to sort out and summarize knowledge. The teacher’s final summary can help students clarify the key points of the lesson, strengthen their understanding of the theme, and achieve the teaching goal. Homework The teacher assigns three levels of homework to meet the needs of different students. Level 1 (Basic): Recite the core vocabulary and key sentences of the text, and write a short passage (about 80 words) to introduce the main idea of the text. Level 2 (Improvement): Write a short passage (about 120 words) to talk about your own ways to protect nature in daily life, using the vocabulary and sentence patterns learned in the lesson. Level 3 (Expansion): Read the recommended English materials about nature protection, and write a short reading report (about 150 words) to share your feelings and insights. Design Intention: Assigning hierarchical homework can meet the learning needs of different levels of students, let each student gain a sense of achievement in learning, and stimulate their learning motivation. The homework is closely related to the content of the lesson, which can help students consolidate the knowledge learned, improve their writing ability and autonomous learning ability, and realize the extension and application of 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 $