Unit1 Nature Reading A Listening and Viewing 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-Listening and Viewing 教学目标和重难点 教学目标 Language competence: Master core words and sentences about nature, improve reading and listening comprehension. Cultural awareness: Understand the concept of harmony between humans and nature in different cultures. Thinking quality: Develop logical and critical thinking through analyzing texts and listening materials. Learning ability: Cultivate autonomous and cooperative learning skills in themed activities. 教学重难点 Key points: Grasp the main idea and details of Reading A, master listening strategies to get key information. Difficult points: Understand the implicit meaning of the text and listening materials, use target language to express views on nature protection, and apply relative clauses correctly. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a series of vivid pictures and short video clips about nature, including dense forests, clear lakes, lovely wild animals and beautiful natural scenery. Then the teacher asks students some guiding questions in English: “What can you see in the pictures? Do you like nature? What kinds of natural scenery have you ever seen in your life?” After that, the teacher invites 3-4 students to share their answers with the whole class. Finally, the teacher naturally leads to the unit theme “Nature” and introduces the learning content of this class: Reading A and Listening and Viewing, telling students that they will explore the beauty and importance of nature through reading and listening. Design Intention: This lead-in activity uses multi-modal materials such as pictures and videos to create a real and vivid language context, which can quickly attract students' attention and arouse their interest in the theme of nature. By asking guiding questions and encouraging students to share, it can activate students' prior knowledge about nature, help them connect their own life experience with the teaching content, and lay a good foundation for the subsequent reading and listening activities. At the same time, it can also help students adapt to the English teaching environment quickly and cultivate their oral expression ability in a relaxed atmosphere. Pre-reading: Lay a Foundation for Text Reading Vocabulary Preview: The teacher presents the core vocabulary of Reading A on the screen, including “ecosystem, biodiversity, conserve, species, habitat, threaten, recover” and so on. For each word, the teacher provides accurate English definitions, simple example sentences and corresponding pictures if necessary. For example, when explaining “biodiversity”, the teacher says: “Biodiversity refers to the variety of life forms on Earth, including all plants, animals and microorganisms.” Then the teacher asks students to read the words and example sentences aloud after him/her, and corrects their pronunciation and intonation in time. After that, the teacher organizes a quick vocabulary matching game: present the words on one side of the screen and their definitions on the other side, and ask students to match them quickly in groups. The group that finishes the matching correctly and fastest will get a small reward. Background Introduction: The teacher briefly introduces the background of Reading A. Reading A is an argumentative essay titled “Zoos: Cruel or Caring?”, which focuses on the debate about whether zoos are beneficial to animals and nature. The teacher tells students that zoos have always been a controversial topic: some people think zoos can protect endangered species and help people understand nature, while others think zoos deprive animals of their freedom and are cruel to them. This introduction helps students understand the theme and context of the text in advance. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. The combination of definitions, example sentences and pictures makes it easier for students to understand and remember the words. The vocabulary matching game increases the fun of learning, mobilizes students' enthusiasm, and helps them consolidate the newly learned words in a relaxed way. The background introduction enables students to have a preliminary understanding of the text's theme and controversial points, which is conducive to their in-depth understanding of the text's content and the author's views later. While-reading: In-depth Text Analysis and Ability Training Skimming: The teacher asks students to read Reading A quickly and answer two questions: (1) What is the main topic of the text? (2) What are the two different views on zoos mentioned in the text? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text: The text discusses whether zoos are cruel or caring, presenting two opposite views and relevant reasons. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main idea of the text and form an overall understanding of the text structure. By setting simple and targeted questions, it can guide students to focus on the key information during skimming, avoid aimless reading, and lay a foundation for in-depth scanning and analysis. Scanning: The teacher asks students to read the text again carefully and complete a table. The table includes two columns: “Arguments for zoos (Caring)” and “Arguments against zoos (Cruel)”. Students need to find the relevant details from the text and fill in the table. During the process, the teacher walks around the classroom, observes students' reading status, and provides timely help for students who have difficulties. After students finish filling in the table, the teacher invites a student to present his/her table on the screen, and then corrects and supplements it together with the whole class, emphasizing the key details such as “Zoos protect endangered species and provide them with safe habitats” and “Zoos keep animals in small spaces and deprive them of their natural freedom”. Design Intention: Scanning is a reading strategy to find specific information quickly. Through completing the table, students can sort out the details of the text systematically, deepen their understanding of the two opposite views in the text, and improve their ability to extract key information from the text. The teacher's guidance and help can ensure that every student can participate in the activity and master the scanning strategy. Text Structure Analysis: The teacher guides students to analyze the structure of the text. The text is divided into three parts: the first part (Paragraph 1) puts forward the controversial topic of zoos; the second part (Paragraphs 2-3) presents the two opposite views on zoos and their reasons respectively; the third part (Paragraph 4) expresses the author's own view: Zoos can be beneficial if they focus on animal protection and provide a suitable living environment for animals. The teacher asks students to mark the key sentences of each paragraph and discuss the logical relationship between paragraphs in groups. Then the teacher summarizes the text structure, emphasizing that this is a typical argumentative essay structure: putting forward the topic → presenting different views → expressing one's own view. Design Intention: Analyzing the text structure helps students understand the logical framework of the text, improve their ability to organize and analyze the text, and lay a foundation for their future writing of argumentative essays. Group discussion encourages students to communicate and cooperate, and helps them learn from each other, which is conducive to cultivating their cooperative learning ability and logical thinking ability. Language Points Analysis: Combining the text, the teacher focuses on explaining the key language points and sentence structures. For example, the relative clauses introduced by who, whom, that, which and whose, which are the key grammar points of this unit. The teacher extracts typical sentences from the text, such as “Zoos are places that protect endangered species.” and “The animals that live in zoos often lose their natural instincts.” Then the teacher analyzes the structure of the relative clauses, explains the functions of the relative pronouns, and gives additional example sentences to help students understand and master. In addition, the teacher also explains some key phrases, such as “in danger of, take measures to do sth., focus on”, and asks students to make sentences with these phrases to consolidate their usage. Design Intention: Combining the text to explain language points can make students understand the usage of language points in a specific context, avoid mechanical memory, and improve their ability to use language flexibly. The practice of making sentences helps students consolidate the newly learned language points and apply them to practical expression, which is in line with the requirement of cultivating students' language competence. Post-reading: Consolidate and Extend Group Discussion: The teacher divides students into groups of 4-5, and sets the discussion topic: “Do you think zoos are cruel or caring? Give your reasons.” Before the discussion, the teacher reminds students to use the words, phrases and sentence structures learned in the text, and encourages them to put forward their own views. During the discussion, the teacher walks around the classroom, listens to students' discussions, and guides them to express their views clearly and logically. After the discussion, each group sends a representative to share their group's views with the whole class. The teacher makes comments on students' performances, affirming their advantages and putting forward suggestions for improvement. Design Intention: Group discussion is an effective way to cultivate students' oral expression ability, cooperative learning ability and critical thinking ability. The discussion topic is closely related to the text content, which can help students consolidate the knowledge learned and apply it to practical communication. By expressing their own views and listening to others' opinions, students can develop their critical thinking ability and form a comprehensive understanding of the topic. Summary and Reflection: The teacher invites students to summarize the main content of Reading A, including the main topic, different views and the author's view. Then the teacher guides students to reflect on their own reading process: What reading strategies did you use? What difficulties did you encounter? How did you solve them? This helps students sort out their learning experience and improve their reading ability. Design Intention: Summary helps students consolidate the knowledge learned and form a systematic understanding of the text. Reflection enables students to realize their own advantages and disadvantages in the reading process, cultivate their self-reflection ability, and lay a foundation for their future autonomous learning. Pre-listening: Prepare for Listening Comprehension Listening Strategy Guidance: The teacher introduces the listening strategies that will be used in this class, including predicting the content according to the title and pictures, grasping the key information (such as time, place, people, events) and understanding the main idea. The teacher explains each strategy in simple English, and gives examples to help students understand. For example, when explaining “predicting the content”, the teacher says: “Before listening, we can look at the title and pictures of the listening material to guess what the listening is about. This can help us understand the listening better.” Vocabulary and Background Preview: The teacher presents the core vocabulary related to the listening material, such as “wonderful, landscape, creature, harmony, preserve”. The teacher explains the words briefly and asks students to read them aloud. Then the teacher introduces the background of the listening material: The listening material includes a song “What a Wonderful World” and a research report “Nature Makes You Happy”. The song eulogizes the beauty of nature, and the research report discusses the impact of nature on people's happiness. Design Intention: Listening strategies are crucial for improving listening comprehension. Guiding students to master relevant listening strategies before listening can help them listen more effectively and improve their listening efficiency. Previewing the core vocabulary and background of the listening material can help students reduce listening obstacles, understand the listening content better, and lay a good foundation for the subsequent listening activities. While-listening: Focus on Listening and Extract Information Listening to the Song “What a Wonderful World”: The teacher plays the song twice. For the first time, students listen to the song and enjoy it, and then answer the question: “What does the singer want to express in the song?” For the second time, students listen to the song again and fill in the blanks with the missing words. The blanks are mainly the core words and phrases in the song, such as “blue skies, white clouds, bright blessed days, dark sacred nights”. After students finish filling in the blanks, the teacher checks the answers with the whole class, and asks students to sing the song together to deepen their memory of the words and the understanding of the song. Design Intention: Playing the song can arouse students' interest in listening, create a relaxed listening atmosphere. Listening to the song twice, with different tasks each time, helps students gradually deepen their understanding of the song. Filling in the blanks can help students consolidate the core vocabulary and improve their ability to catch key words in listening. Singing the song together can make students feel the beauty of the language and the emotion expressed in the song. Listening to the Research Report “Nature Makes You Happy”: The teacher plays the research report three times. For the first time, students listen to get the main idea: The research report shows that spending time in nature can make people happier and healthier. For the second time, students listen carefully and answer some detailed questions: (1) What kind of research was done? (2) What are the results of the research? (3) What suggestions does the report give? For the third time, students listen again to check their answers and fill in the missing information. During the process, the teacher pauses appropriately if necessary to help students catch the key information. After listening, the teacher invites students to answer the questions, and corrects and supplements the answers together with the whole class. Design Intention: Listening to the research report three times, with progressive tasks, helps students gradually deepen their understanding of the listening material from the main idea to the details. The detailed questions guide students to focus on the key information, improve their ability to extract specific information from the listening material. Appropriate pauses can help students catch the key information better, especially for students with weak listening ability, which can reduce their listening pressure and improve their listening confidence. Post-listening: Consolidate and Apply Retelling the Listening Material: The teacher asks students to retell the main content of the research report in their own words, using the key information and sentences learned. The teacher can give some hints, such as the research content, results and suggestions. Students can retell individually or in pairs. After that, the teacher invites several students to retell in front of the whole class, and makes comments on their retelling, affirming their advantages and putting forward suggestions for improvement, such as improving the logicality of the retelling or using more accurate words. Design Intention: Retelling the listening material helps students consolidate the information they have heard, improve their oral expression ability and logical thinking ability. It also helps the teacher check students' listening comprehension and find out the problems they have in listening and expression, so as to provide targeted guidance. Discussion and Extension: The teacher sets the discussion topic: “How can we get close to nature in our daily life? What benefits can it bring to us?” Students discuss the topic in groups, and use the words, phrases and sentences learned in reading and listening. During the discussion, the teacher guides students to combine their own life experience, put forward specific methods, such as planting trees, going hiking, visiting parks, etc. After the discussion, each group sends a representative to share their views. The teacher makes a summary, emphasizing the importance of getting close to nature and protecting nature, and guiding students to establish the concept of harmony between humans and nature. Design Intention: This discussion topic connects the teaching content with students' daily life, which can help students apply the knowledge learned to practical communication, improve their ability to use language flexibly. At the same time, it can deepen students' understanding of the importance of nature, cultivate their environmental awareness, and achieve the goal of cultivating students' cultural awareness. Summary and Homework Summary: The teacher summarizes the whole class, reviewing the key content of Reading A and Listening and Viewing, including the main idea of the text, the two opposite views on zoos, the core vocabulary and sentence structures, the listening strategies and the main content of the listening material. The teacher emphasizes the importance of protecting nature and the concept of harmony between humans and nature, and encourages students to apply the knowledge learned to their daily life. Design Intention: Summarizing the whole class helps students sort out the knowledge learned in the class, form a systematic understanding, and consolidate the learning effect. Emphasizing the theme of nature protection helps students deepen their understanding of the cultural connotation of the unit and achieve the goal of cultivating core literacy. Homework: (1) Read Reading A again and recite the key paragraphs and sentences. (2) Listen to the listening material again and finish the listening exercises in the textbook. (3) Write a short passage of 80-100 words about your views on zoos or the benefits of getting close to nature, using the words and sentence structures learned in this class. (4) Find some English materials about nature protection after class and share them with the class in the next lesson. Design Intention: Homework is an important part of consolidating the knowledge learned in class. Reciting and listening exercises help students consolidate the knowledge and skills learned. Writing a short passage helps students improve their writing ability and apply the language points learned. Finding English materials about nature protection helps students expand their knowledge, cultivate their autonomous learning ability and deepen their understanding of the theme of nature protection 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 $