Unit1 Nature Reading B Self-assessment 教学设计-2025-2026学年高中英语沪外版必修第二册

Unit 1 Nature-Reading B-Self-assessment 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and express nature-related themes, cultivating cultural awareness of harmonious coexistence between humans and nature, developing critical thinking about environmental issues, and fostering independent learning ability through self-assessment and reflection. 教学重难点 Key points: Master core vocabularies and complex sentences in Reading B, grasp the text’s structure and main idea. Difficult points: Use learned knowledge to analyze the author’s attitude and put forward personal views on nature protection, and conduct effective self-assessment. 教学过程 Pre-class Preparation and Lead-in Before the class, students are required to review the new words and phrases of Unit 1 Nature that they have learned, especially those related to natural scenery, environmental protection and ecological balance, such as “ecosystem”, “conservation”, “sustainable development”, “habitat” and so on. They are also asked to preview Reading B briefly, read the text quickly to get a general idea, mark the words and sentences they don’t understand, and bring their questions to the class. At the beginning of the class, the teacher starts with a multi-modal presentation: show students short videos and pictures of beautiful natural scenery (such as primeval forests, clear lakes, diverse wildlife) and contrast them with pictures of environmental damage (such as deforested mountains, polluted rivers, endangered animals). Then the teacher asks two guiding questions: “What do you feel when you see these two groups of pictures?” “What do you think is the relationship between humans and nature?” Design Intent: Reviewing the learned vocabularies helps students lay a solid language foundation for understanding Reading B, and previewing the text enables students to have a preliminary understanding of the text content, which is conducive to improving the efficiency of in-class learning. The multi-modal presentation of videos and pictures can quickly attract students’ attention, arouse their emotional resonance, let them intuitively feel the beauty of nature and the urgency of environmental protection, and naturally lead to the theme of Reading B, laying a emotional and cognitive foundation for the follow-up teaching. Text Analysis and Core Knowledge Teaching This part is divided into three stages: skimming, scanning and intensive reading, which guides students to understand the text step by step and master the core knowledge, while infiltrating the cultivation of core literacy. Skimming: Grasp the Main Idea The teacher asks students to read Reading B quickly within a certain range, and then invites several students to share their understanding of the text’s main idea. After that, the teacher summarizes and sorts out: Reading B mainly tells about the importance of protecting the natural environment, introduces the current situation of some natural ecosystems, analyzes the negative impact of human activities on nature, and puts forward some practical suggestions on environmental protection. Then the teacher guides students to sort out the text structure: the first part (Paragraph 1-2) leads to the theme by describing the beauty of nature and the changes it has undergone; the second part (Paragraph 3-5) analyzes the causes and harms of environmental problems; the third part (Paragraph 6-7) puts forward specific measures for environmental protection; the fourth part (Paragraph 8) summarizes the importance of harmonious coexistence between humans and nature. Design Intent: Skimming training helps students master the reading strategy of grasping the main idea quickly, which is an important part of improving students’ language ability. By sorting out the text structure, students can have a clear understanding of the logical context of the text, cultivate their logical thinking ability, and lay a foundation for in-depth understanding of the text content. Scanning: Locate Key Information The teacher designs targeted scanning tasks for students: (1) Find out the words and phrases in the text that describe natural scenery and environmental problems; (2) Locate the specific human activities that cause environmental damage mentioned in the text; (3) Find out the suggestions for environmental protection put forward by the author. Students complete the tasks independently first, then discuss and exchange with their deskmates, and finally the teacher checks the answers and explains the key points. For the key vocabularies and phrases, such as “deforestation”, “pollution”, “overfishing”, “recycle”, “reduce waste”, the teacher explains their meanings, usages and collocations, and gives example sentences to help students master them. For example, when explaining “deforestation”, the teacher says: “Deforestation refers to the act of cutting down a large number of trees in a forest. It will lead to soil erosion and the loss of animal habitats.” Then the teacher asks students to make sentences with this word to consolidate their understanding. Design Intent: Scanning training helps students master the reading strategy of locating key information quickly, which is conducive to improving their reading efficiency. By sorting out key vocabularies, phrases and information, students can further understand the text content, accumulate language knowledge, and lay a foundation for language application. The interactive form of independent completion and peer discussion can fully mobilize students’ learning enthusiasm, and cultivate their cooperative learning ability. Intensive Reading: Analyze Details andamp; Author’s Attitude On the basis of skimming and scanning, the teacher guides students to read the text intensively paragraph by paragraph, focusing on analyzing the details of the text and the author’s attitude and emotion. For the key paragraphs, the teacher designs in-depth questions to guide students to think and discuss. For example, when reading Paragraph 3 (which describes the harm of deforestation), the teacher asks: “What are the specific harms of deforestation mentioned in the text? How does the author express these harms?” Students discuss in groups, and then share their views. The teacher summarizes: The author lists the harms of deforestation from two aspects: soil erosion and the reduction of wildlife habitats, and uses objective data and specific examples to make the description more persuasive. The author’s tone is worried and anxious, reflecting his concern about the natural environment. When reading Paragraph 6 (which puts forward environmental protection suggestions), the teacher asks: “What suggestions does the author put forward? Do you think these suggestions are practical? Why?” Students express their own views freely. Some students think that the suggestion of “reducing the use of plastic products” is very practical, because plastic pollution is a serious environmental problem now; some students think that the suggestion of “establishing nature reserves” is necessary to protect endangered species. The teacher affirms students’ views and guides them to think about how to put these suggestions into practice in their daily life. In addition, the teacher focuses on analyzing the complex sentences in the text, such as attributive clauses, adverbial clauses and passive voice, which are the key and difficult points in grammar. For example, for the sentence “The damage caused by human activities not only affects the balance of the ecosystem, but also threatens the survival of human beings themselves”, the teacher explains the structure of “not only...but also...”, and guides students to understand the logical relationship between the two parts of the sentence. Then the teacher asks students to imitate the sentence structure to make sentences, so as to consolidate their mastery of grammar knowledge. Design Intent: Intensive reading is the key link to deeply understand the text. By analyzing details and the author’s attitude, students can not only improve their ability to understand the text in depth, but also cultivate their critical thinking ability and emotional experience ability. Analyzing complex sentences helps students break through the grammar difficulties, improve their language understanding and expression ability. The form of group discussion and free expression can fully stimulate students’ thinking, let them express their own views, and cultivate their ability to think independently and express themselves in English. Post-reading Activities and Language Application After in-depth analysis of the text, the teacher designs a series of post-reading activities to help students consolidate the learned knowledge, apply the language knowledge to practice, and further deepen their understanding of the theme of the text. Group Discussion: Theme Expansion The teacher divides students into groups of 4-5, and assigns the discussion topic: “Combined with the content of Reading B and your own life experience, discuss what we can do in our daily life to protect the natural environment.” Each group elects a recorder and a spokesman. During the discussion, the teacher walks around the classroom, guides students to use the vocabularies, phrases and sentence structures learned in the text, and helps students solve the language difficulties encountered in the discussion. After the discussion, each group’s spokesman shares the group’s views. For example, some groups put forward: “We can save water and electricity, reduce the use of plastic bags, sort garbage, and plant more trees.” Some groups said: “We can publicize environmental protection knowledge to our family and friends, and call on everyone to participate in environmental protection activities.” The teacher comments on each group’s performance, affirms their positive views, and supplements and improves their suggestions. Design Intent: Group discussion is an important way to cultivate students’ cooperative learning ability and language expression ability. By expanding the theme of the text, students can connect the text knowledge with real life, deepen their understanding of the importance of environmental protection, and at the same time practice their oral expression ability, which is conducive to the improvement of their language ability. The teacher’s guidance and comments can help students correct their language mistakes and improve their language application level. Short Writing: Express Personal Views The teacher asks students to write a short passage of about 100 words, with the title “My Views on Protecting Nature”. The requirements are: use the vocabularies, phrases and sentence structures learned in Reading B, express their own views on environmental protection, and put forward specific measures. Students complete the writing independently. After finishing, the teacher invites several students to read their compositions in front of the class, and then comments on them, focusing on evaluating the correctness of language use, the clarity of views and the rationality of logic. For the problems existing in students’ compositions, such as incorrect word collocation, wrong sentence structure, unclear views, the teacher corrects them and gives guidance. Design Intent: Writing practice is an important way to test students’ language application ability. By writing short passages, students can consolidate the learned language knowledge, improve their writing ability, and at the same time express their own views on environmental protection, which is conducive to the cultivation of their thinking quality and cultural awareness. The teacher’s comments and guidance can help students find their own shortcomings and improve their writing level. Self-assessment and Summary Self-assessment: The teacher guides students to carry out self-assessment according to the four-dimensional core literacy and the key and difficult points of this lesson. The self-assessment content includes: (1) Language ability: Do I master the core vocabularies and phrases in Reading B? Can I understand the complex sentences in the text? Can I express my views on environmental protection in English? (2) Cultural awareness: Do I understand the importance of harmonious coexistence between humans and nature? Do I have the awareness of environmental protection? (3) Thinking quality: Can I analyze the author’s attitude and views in the text? Can I put forward my own views on environmental protection? (4) Learning ability: Did I preview the text carefully before class? Did I actively participate in class activities? Did I summarize the learned knowledge in time? Students fill in the self-assessment form independently, and then exchange their self-assessment results with their deskmates, learn from each other’s strengths and find their own shortcomings. Design Intent: Self-assessment is an important part of cultivating students’ learning ability. By guiding students to carry out self-assessment, they can clearly understand their own learning situation, find their own shortcomings, and put forward targeted improvement measures. At the same time, it can cultivate students’ ability of self-reflection and independent learning, which is conducive to their long-term development. Lesson Summary: The teacher summarizes the content of this lesson, reviews the key vocabularies, phrases, grammar points and the main idea of the text, and emphasizes the theme of “protecting nature and achieving harmonious coexistence between humans and nature”. The teacher also encourages students to put the environmental protection suggestions learned in this lesson into practice, take action to protect the natural environment, and establish a correct view of nature. Finally, the teacher assigns after-class tasks: (1) Review the key knowledge of this lesson and memorize the core vocabularies and phrases; (2) Revise the short passage written in class and improve it according to the teacher’s comments; (3) Find more information about environmental protection and prepare to share it in the next class. Design Intent: The lesson summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the theme of the lesson. Assigning after-class tasks can help students consolidate the learned knowledge, expand their knowledge scope, and lay a foundation for the follow-up teaching. Encouraging students to practice environmental protection can integrate the teaching content with real life, realize the educational function of the course, and cultivate students’ sense of social 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 $