Unit1 Nature Reading B Further Exploration 教学设计-2025-2026学年高中英语沪外版必修二册

Unit 1 Nature-Reading B-Further Exploration 教学目标和重难点 教学目标 Language Competence: Enable students to master core vocabularies and sentence patterns related to nature exploration, improve their ability to obtain, analyze and summarize key information from the text, and express their views on nature exploration in fluent English. Cultural Awareness: Guide students to understand the concepts of nature protection and scientific exploration in different cultures, cultivate their awareness of respecting nature and harmonious coexistence between humans and nature. Thinking Quality: Train students’ logical thinking through analyzing the structure of the text and the relationship between paragraphs, and develop their critical thinking by discussing the pros and cons of human exploration activities. Learning Ability: Help students master effective reading strategies such as skimming and scanning, cultivate their ability of independent learning and cooperative inquiry, and lay a foundation for lifelong learning. 教学重难点 Key Points: Master the core vocabularies (e.g., exploration, preserve, species, ecosystem, sustainable) and difficult sentence patterns (e.g., complex attributive clauses, passive voice) in the text; understand the main idea, structure and key details of the text; grasp the author’s attitude towards nature exploration. Difficult Points: Analyze the logical relationship between paragraphs and the author’s writing purpose; correctly understand the connotation of nature exploration and the balance between human activities and nature protection; use the learned knowledge to express personal views on nature exploration accurately and logically. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing a set of multimedia materials, including pictures of polar ice caps, tropical rainforests, rare animals and plants, and short videos of scientists exploring unknown natural areas. Then the teacher asks the following questions in English: “Have you ever heard of any nature exploration activities? What do you think people can gain from exploring nature? What problems may human exploration bring to nature?” After asking the questions, the teacher invites 3-4 students to share their answers. During the sharing process, the teacher gives positive comments and appropriate guidance, such as “Your idea is very creative. It’s true that exploration can help us discover more secrets of nature.” At the same time, the teacher naturally leads out the new words related to the text, such as “exploration”, “preserve” and “species”, and briefly explains their meanings and usage in combination with the pictures and videos shown, helping students lay a foundation for understanding the text. Design Intention: The multimedia materials can quickly attract students’ attention and arouse their interest in the theme of nature exploration, which is in line with the cognitive characteristics of senior high school students who are fond of intuitive and vivid learning materials. By asking questions, the teacher can stimulate students’ thinking, activate their existing knowledge reserve about nature exploration, and create a good English communication atmosphere. In addition, the natural introduction of new words in the lead-in link can avoid the tediousness of isolated word teaching, help students understand and remember new words in a specific context, and improve the efficiency of vocabulary learning. Step 2: Pre-reading (Vocabulary and Background Introduction) First, the teacher arranges students to work in groups of 4 to review the new words learned in the lead-in link, and asks each group to make a short dialogue using 2-3 new words. After 5 minutes of group discussion, each group sends a representative to present their dialogue to the whole class. The teacher comments on the dialogues, corrects the wrong usage of words and sentences, and emphasizes the key collocations of new words, such as “preserve the environment”, “protect rare species”, “carry out exploration activities”. Then, the teacher introduces the background of the text briefly in English: “The text we are going to learn today is about further exploration of nature. It mainly introduces the importance of nature exploration, the challenges we may face in the process of exploration, and the correct attitude we should hold towards nature exploration. Many scientists have been devoting themselves to nature exploration, which helps us better understand the world we live in and take better measures to protect nature.” At the same time, the teacher presents a simple mind map on the blackboard, including the key points of the background introduction, to help students sort out the background information and form a preliminary understanding of the text. Design Intention: Group cooperative learning can stimulate students’ enthusiasm for participation, make each student have the opportunity to practice using new words, and improve their oral expression ability. Through the presentation and comment of dialogues, the teacher can check students’ mastery of new words in time, find out the problems existing in students’ learning, and carry out targeted guidance. The brief introduction of the text background helps students understand the context and writing purpose of the text, reduce the difficulty of reading comprehension, and lay a good foundation for the subsequent intensive reading link. The mind map can help students visualize the background information, improve their ability of information sorting and induction. Step 3: While-reading (Intensive Reading and Information Extraction) This link is divided into three parts: skimming, scanning and intensive reading, to help students understand the text step by step. First, skimming: The teacher asks students to read the text quickly, and then answer two questions: “What is the main idea of the text?” and “What are the two main parts of the text?” After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text together with the students: The text mainly discusses the significance of nature exploration, the challenges in the exploration process, and puts forward the view that we should explore nature while protecting it. The text is divided into two main parts: the importance of nature exploration and the balance between exploration and protection. Design Intention: Skimming is an important reading strategy. By guiding students to skim the text, they can quickly grasp the main idea and structure of the text, cultivate their ability of overall perception of the text, and lay a foundation for further understanding of the text details. Second, scanning: The teacher asks students to read the text again, and find out the key information according to the following requirements: 1. The benefits of nature exploration mentioned in the text; 2. The challenges faced in the process of nature exploration; 3. The measures proposed by the author to balance exploration and protection. Students are required to mark the key sentences in the text while reading, and then exchange their findings with their group members. After the group exchange, the teacher invites each group to send a representative to report the results, and writes the key information on the blackboard to help students sort out the text content clearly. The key information sorted out is as follows: Benefits: Help us discover new species and ecosystems; Promote the development of science and technology; Help us better understand the laws of nature and take effective measures to protect nature. Challenges: Environmental pollution caused by exploration activities; Damage to the habitat of rare species; The risk of exploring unknown areas. Measures: Formulate strict exploration rules; Strengthen the supervision of exploration activities; Popularize the concept of environmental protection among explorers; Develop sustainable exploration methods. Design Intention: Scanning can help students quickly find specific information in the text, improve their ability of information extraction and sorting. Group exchange can make students learn from each other, complement each other’s advantages, and deepen their understanding of the key information of the text. Writing the key information on the blackboard can help students form a clear framework of the text, and lay a foundation for the subsequent analysis of the text structure and author’s attitude. Third, intensive reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the difficult sentences and the logical relationship between paragraphs, and helping students deeply understand the connotation of the text. For example, in Paragraph 2, the sentence “Exploring nature not only helps us discover new species and ecosystems, but also promotes the development of science and technology, which in turn helps us better protect nature.” The teacher analyzes the sentence structure: “not only...but also...” is used to express the progressive relationship, and the non-restrictive attributive clause “which in turn helps us better protect nature” modifies the whole preceding sentence. The teacher asks students to translate the sentence and explain the meaning of the sentence, helping students understand the connection between nature exploration and science and technology development, and the role of science and technology in nature protection. In Paragraph 4, the sentence “However, we must realize that improper exploration activities will bring great damage to nature, such as environmental pollution and the destruction of species habitats.” The teacher guides students to analyze the transitional word “however”, which indicates the turning relationship between this paragraph and the previous paragraph, and helps students understand the author’s objective attitude towards nature exploration—while affirming the significance of exploration, it also points out the potential problems. In addition, the teacher guides students to pay attention to the author’s emotional attitude reflected in the text, such as the use of “must”, “should” and other modal verbs, which reflects the author’s emphasis on the balance between nature exploration and protection. Design Intention: Intensive reading is the key link to help students deeply understand the text. By analyzing difficult sentences, students can master the key sentence patterns in the text, improve their ability of sentence understanding and translation. By analyzing the logical relationship between paragraphs and the author’s emotional attitude, students can cultivate their logical thinking ability and critical thinking ability, and deeply understand the theme and connotation of the text. Step 4: Post-reading (Discussion and Extension) This link is divided into group discussion and individual expression, to help students apply the learned knowledge and develop their thinking ability and oral expression ability. First, group discussion: The teacher divides students into groups of 4-5, and puts forward the discussion topic: “Do you think human beings should carry out nature exploration activities? Why? If you are a nature explorer, what measures will you take to protect nature while exploring?” The teacher gives students 10 minutes to discuss, and walks around the classroom to guide students’ discussion, help students solve the problems encountered in the discussion, and remind students to use the new words and sentence patterns learned in the text. During the discussion, the teacher encourages students to put forward different views, such as some students think that nature exploration is necessary because it can help us discover new resources and promote the development of science and technology; some students think that nature exploration should be carried out cautiously to avoid damaging the natural environment. The teacher guides students to have a comprehensive and objective understanding of nature exploration, and emphasizes the importance of balancing exploration and protection. Design Intention: Group discussion can stimulate students’ thinking, let students express their views freely, and improve their ability of cooperative inquiry and oral expression. The discussion topic is closely related to the text content, which can help students apply the learned knowledge to practice, deepen their understanding of the theme of the text. The teacher’s guidance can ensure the direction of the discussion, help students form a correct view of nature exploration, and cultivate their awareness of environmental protection. Second, individual expression: After the group discussion, each group sends a representative to present the group’s views to the whole class. The representative should clearly state the group’s views and reasons, and use the new words and sentence patterns learned in the text as much as possible. After each representative’s presentation, other students can ask questions or put forward different views, and the teacher makes comments and summaries, affirming the advantages of each group’s views, pointing out the existing problems, and guiding students to improve their expression ability. For example, if a group’s representative says: “We think human beings should carry out nature exploration activities. Because exploration can help us discover new species and ecosystems, which is conducive to the development of science and technology. If we are nature explorers, we will strictly abide by the exploration rules, not damage the natural environment, and take measures to protect the habitat of rare species.” The teacher comments: “Your view is very clear, and you have used many new words and sentence patterns learned in the text. It’s a very good expression. But you can add some specific examples, such as how to protect the habitat of rare species, which will make your view more convincing.” Design Intention: Individual expression can check the effect of group discussion, let each student have the opportunity to show themselves, and improve their oral expression ability and logical thinking ability. The interaction between students can stimulate their thinking, make them have a more comprehensive understanding of the topic, and the teacher’s comments and guidance can help students find their own shortcomings and improve their expression level. Third, extension activity: The teacher introduces some real cases of nature exploration and protection in English, such as the exploration of the Amazon rainforest and the protection of giant pandas, and asks students to think: “What can we learn from these cases? What can we do in our daily life to protect nature?” Students are invited to share their ideas, and the teacher guides students to realize that protecting nature is everyone’s responsibility, and we can do our best to protect nature in our daily life, such as saving water, reducing pollution, protecting plants and animals. Design Intention: The extension activity connects the text content with real life, helps students transfer the knowledge and concepts learned in the class to real life, cultivates their awareness of environmental protection and social responsibility, and realizes the goal of moral education in English teaching. At the same time, it can enrich students’ knowledge reserve and broaden their horizons. Step 5: Summary and Homework First, summary: The teacher invites students to summarize the main content of this class, including the core vocabularies, key sentence patterns, the main idea and structure of the text, and the views on nature exploration. Then the teacher makes a comprehensive summary, emphasizing the key and difficult points of this class, and reviewing the four-dimensional core literacy goals of this class, helping students sort out the knowledge system of this class and deepen their understanding of the text. Design Intention: Letting students summarize the class content can help them review and consolidate the knowledge learned in the class, improve their ability of information sorting and induction. The teacher’s summary can help students make up for their shortcomings, form a complete knowledge system, and clarify the learning goals and key points of this class. Second, homework: The teacher assigns two types of homework, including basic homework and extended homework, to meet the needs of different students. Basic homework: 1. Recite the core vocabularies and key sentences of this lesson; 2. Read the text aloud for 15 minutes every day, and record the reading audio; 3. Complete the reading comprehension exercises related to the text. Extended homework: 1. Write a short passage (about 150 words) titled “My View on Nature Exploration”, using the new words and sentence patterns learned in this lesson; 2. Collect information about one nature exploration activity, and prepare a 2-minute oral report for the next class. Design Intention: Basic homework is mainly to help students review and consolidate the basic knowledge learned in the class, ensure that students master the core vocabularies and key sentence patterns, and improve their reading ability. Extended homework is to meet the needs of students with higher learning ability, help them apply the learned knowledge to writing and oral expression, cultivate their ability of independent learning and information collection, and lay a foundation for the subsequent teaching. Step 6: Teaching Reflection (Designed for Teachers) After the class, teachers need to reflect on the teaching process, including the advantages and shortcomings of the teaching design, the performance of students in the class, and the effect of achieving the teaching goals. For example, whether the lead-in link effectively arouses students’ interest, whether the while-reading link helps students deeply understand the text, whether the post-reading discussion effectively improves students’ oral expression ability, and whether the homework design is reasonable and can meet the needs of different students. According to the reflection results, teachers can adjust and improve the teaching design to improve the teaching effect. Design Intention: Teaching reflection is an important part of teaching practice, which helps teachers summarize experience, find problems, and continuously improve their teaching level. Through teaching reflection, teachers can better grasp the cognitive characteristics of students, optimize the teaching process, and better achieve the four-dimensional core literacy goals of English teaching. 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 $