Unit2 Animals 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 2 Animals-Reading A-Listening and Viewing 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and express animal-related themes, cultivating cultural awareness of harmonious coexistence between humans and animals, developing critical thinking through distinguishing different views, and fostering learning ability via independent and cooperative exploration. 教学重难点 Key points: Master core words and complex sentences in Reading A, grasp listening skills to get key information in Listening and Viewing. Difficult points: Understand the logical structure of argumentative essays and infer implied meanings, and apply what they’ve learned to express views. 教学过程 Warming-up and Lead-in The teacher starts the class by showing a series of vivid pictures and short video clips about different animals, including whales, urban foxes, and some endangered species. The video clips briefly show the living habits of these animals and the threats they are facing, such as habitat destruction and noise pollution. Then the teacher asks students two questions: “What animals do you see in the video? How do you feel about their living conditions?” Students are invited to share their answers freely. After that, the teacher introduces the topic of this unit — Animals, and leads students to look forward to the content of Reading A and Listening and Viewing, telling them that they will learn about different views on animals and related practical information through this class. Design Intention: The combination of pictures and video clips can quickly attract students’ attention and arouse their interest in the theme of animals. Asking open-ended questions helps activate students’ existing knowledge and experience about animals, establish a connection between their daily life and the teaching content, and lay a good emotional and cognitive foundation for the subsequent study of Reading A and Listening and Viewing. At the same time, it subtly conveys the concept of animal protection, which is conducive to the cultivation of students’ cultural awareness. Pre-reading and Pre-listening Vocabulary and Phrase Preview The teacher presents the core vocabulary and phrases related to the unit on the blackboard or multimedia courseware, including “echolocation”, “migration patterns”, “habitat”, “conservation”, “endangered”, “coexistence”, “stranded”, “disrupt”, etc. For each word and phrase, the teacher provides accurate English definitions and simple example sentences combined with the context of Reading A and Listening and Viewing. For example, when explaining “echolocation”, the teacher says: “Echolocation is a way that some animals, like whales, use sound waves to find their way and hunt for food in the dark or murky water.” Then the teacher asks students to read the words and phrases aloud after him/her, corrects their pronunciation and intonation in time, and invites some students to make simple sentences with the new words to check their preliminary mastery. Design Intention: Previewing core vocabulary and phrases in advance helps students remove language obstacles in the process of reading and listening, ensuring that they can focus more on understanding the theme and logical structure of the text and audio materials. Providing example sentences combined with the teaching context helps students understand the usage of words in specific situations, laying a solid foundation for their subsequent language output. Correcting pronunciation and intonation is conducive to improving students’ language expression ability and cultivating their sense of language. Background Introduction The teacher briefly introduces the background of Reading A and Listening and Viewing. For Reading A, which is an argumentative essay titled “Zoos: Cruel or Caring?”, the teacher tells students that this article mainly discusses two different views on zoos: some people think zoos are cruel to animals, while others hold that zoos play an important role in protecting animals. For Listening and Viewing, which includes a radio program “I’m a Real Animal Lover” and a documentary clip “Animal Heroes”, the teacher introduces that the radio program talks about the experience of an animal lover and his views on animal protection, and the documentary clip shows some touching stories of animals helping humans and other animals. The teacher also mentions that in different cultures, people have different views on animals, and encourages students to keep an open mind to understand different perspectives. Design Intention: Brief background introduction helps students understand the theme and genre of the materials in advance, clarify the direction of reading and listening, and improve their efficiency in obtaining information. Introducing cultural differences in views on animals is in line with the requirements of cultural awareness cultivation, helping students broaden their international vision and establish a correct view of cultural diversity. Predicting Content For Reading A, the teacher asks students to look at the title “Zoos: Cruel or Caring?” and the pictures in the text, and predict the main content of the article. The teacher guides students to think: “What do you think the author will talk about in this article? Which view do you think the author will support?” For Listening and Viewing, the teacher plays the first 10 seconds of the radio program and the documentary clip, and asks students to predict the content of the audio and video according to the music, tone and pictures. Students can discuss in groups of 4 for 2 minutes, and then each group sends a representative to share their predictions. Design Intention: Predicting the content before reading and listening can activate students’ thinking, cultivate their ability to infer information based on clues, and improve their initiative and enthusiasm in learning. Group discussion allows students to exchange ideas with each other, learn from each other, and cultivate their cooperative learning ability and communication ability. While-reading Skimming for Main Idea Students are asked to read Reading A quickly, without paying too much attention to new words and difficult sentences, and try to grasp the main idea of the article. After reading, the teacher asks students to answer the following questions: “What is the main topic of this article? What are the two different views on zoos mentioned in the article?” The teacher invites several students to answer, and then summarizes the main idea of the article: This article discusses whether zoos are cruel or caring, introduces the reasons and viewpoints of both sides, and puts forward the author’s own view that zoos can be beneficial to animals if they are well-managed. Design Intention: Skimming training helps students master the skill of quickly obtaining the main idea of the text, which is an important reading skill in senior high school English. By answering questions, the teacher can check whether students have grasped the core content of the text, and help students sort out the overall framework of the article, laying a foundation for in-depth reading. Scanning for Key Information Students are asked to read Reading A again carefully, scan the text to find key information, and fill in the following form: Views on Zoos Reasons Cruel 1. Animals are kept in small spaces and lose their freedom. 2. Animals cannot live in their natural habitats and cannot display their natural behaviors. 3. Some zoos do not provide good living conditions for animals. Caring 1. Zoos protect endangered species and help them reproduce. 2. Zoos provide medical care for sick and injured animals. 3. Zoos help people understand animals and raise people’s awareness of animal protection. After students finish filling in the form, the teacher checks the answers with the whole class, corrects mistakes in time, and emphasizes the key sentences and expressions in the text that support the two views, such as “Zoos are like prisons for animals, confining them to small cages and depriving them of their natural freedom.” and “Zoos play a crucial role in protecting endangered species, providing them with a safe environment to live and reproduce.” Design Intention: Scanning training helps students master the skill of quickly locating key information in the text, which is conducive to improving their reading efficiency. Filling in the form can help students sort out the key information of the text systematically, clarify the logical relationship between different views and their reasons, and lay a foundation for understanding the structure of the argumentative essay. Emphasizing key sentences and expressions helps students accumulate language materials and improve their language ability. Close Reading for Logical Structure and Difficult Sentences First, the teacher guides students to analyze the logical structure of Reading A. The teacher asks students: “How is this argumentative essay structured? What is the author’s writing idea?” Through discussion, students summarize that the article is structured as follows: Introduction (putting forward the topic of whether zoos are cruel or caring) → Body (presenting the two different views on zoos and their reasons) → Conclusion (putting forward the author’s own view that well-managed zoos are beneficial to animals). The teacher explains the characteristics of argumentative essays, emphasizing that the author usually puts forward a topic first, then presents different views or arguments, and finally expresses his own view or draws a conclusion. Then, the teacher focuses on explaining the difficult sentences in the text, such as complex sentences with relative clauses, passive voice and infinitive structures. For example, the sentence “Zoos that provide large, natural enclosures and good medical care can help protect endangered species and educate the public about animal conservation.” The teacher analyzes the sentence structure: “Zoos” is the subject, “that provide large, natural enclosures and good medical care” is a relative clause modifying “Zoos”, “can help” is the predicate, and “protect endangered species and educate the public about animal conservation” is the object complement. The teacher also explains the usage of relative clauses in this sentence, and asks students to make similar sentences with relative clauses. Another example is the sentence “Many animals in zoos suffer from stress and depression because they are separated from their families and cannot live in their natural habitats.” The teacher explains the reason clause guided by “because”, and helps students understand the emotional color of the sentence, which expresses the author’s sympathy for animals in zoos. Design Intention: Analyzing the logical structure of the text helps students understand the writing characteristics and thinking mode of argumentative essays, improve their ability to analyze and organize texts, and cultivate their logical thinking ability. Explaining difficult sentences helps students break through language difficulties, master complex sentence structures, and improve their ability to understand and use English. Asking students to make similar sentences helps consolidate the knowledge they have learned and realize the transfer and application of language knowledge. While-listening and While-viewing Listening for Main Idea The teacher plays the radio program “I’m a Real Animal Lover” twice. For the first time, students are asked to listen carefully and grasp the main idea of the program. After listening, the teacher asks students: “What is the main content of this radio program? What does the speaker mainly talk about?” Students are invited to share their answers, and the teacher summarizes: The radio program tells the experience of the speaker who is an animal lover, including how he started to love animals, his experiences of rescuing animals, and his views on animal protection. Then the teacher plays the documentary clip “Animal Heroes” once. Students are asked to listen and watch carefully, and grasp the main content of the clip. After watching, the teacher asks: “What stories are shown in the documentary clip? What kind of animals are they?” Students answer, and the teacher summarizes: The documentary clip shows some touching stories of animals helping humans and other animals, such as a dog rescuing a lost child and a dolphin helping a stranded whale. Design Intention: Listening for the main idea is an important listening skill. Playing the audio and video twice (once for the documentary clip) helps students gradually adapt to the speed and tone of the speaker, and improve their ability to grasp the main content of the listening materials. By answering questions, the teacher can check students’ listening effect and help them sort out the core content of the listening and viewing materials. Listening for Key Details The teacher plays the radio program again. This time, students are asked to listen carefully and fill in the blanks with the key information they hear. The blanks include the speaker’s name, the time when he started to love animals, the number of animals he has rescued, and his views on animal protection. For example: “My name is Tom Smith. I started to love animals when I was ______ years old. I have rescued more than ______ animals so far. I think that everyone should ______ animals and protect their habitats.” After students finish filling in the blanks, the teacher checks the answers with the whole class, plays the relevant parts of the radio program again for students who have not heard clearly, and explains the key words and expressions in the blanks. Then the teacher plays the documentary clip again. Students are asked to listen and watch carefully, and answer the following detailed questions: “What did the dog do to rescue the lost child? How did the dolphin help the stranded whale? What feeling did these stories bring to you?” Students can discuss in pairs first, then answer the questions. The teacher comments on students’ answers, and emphasizes the key details and emotional connotation of the documentary clip. Design Intention: Listening for key details helps students improve their ability to obtain specific information in listening materials, which is an important part of listening training. Filling in the blanks and answering detailed questions can help students focus on the key content of the listening and viewing materials, improve their listening accuracy. Pair discussion allows students to exchange and supplement information, improve their communication ability and cooperative learning ability. Listening and Viewing for Emotional Connotation and Attitude The teacher guides students to analyze the speaker’s attitude and emotional connotation in the radio program. The teacher asks: “What is the speaker’s attitude towards animals? How can you tell?” Students discuss and conclude that the speaker has a positive and caring attitude towards animals, which can be reflected from his tone (warm and sincere) and words (such as “precious”, “lovely”, “should protect”). Then the teacher guides students to analyze the emotional connotation of the documentary clip: “What kind of emotion does the documentary clip want to convey? What does it tell us?” Students answer that the documentary clip conveys the emotion of friendship and mutual help between animals and humans, and tells us that animals are our friends and we should care for and protect them. The teacher also plays some key sentences in the radio program and some key scenes in the documentary clip again, and asks students to imitate the speaker’s tone and expression to read the sentences, so as to experience the emotional connotation more deeply. Design Intention: Analyzing the speaker’s attitude and emotional connotation helps students improve their ability to understand the implied meaning of listening and viewing materials, not just the surface information. Imitating the speaker’s tone and expression helps students feel the emotional color of the language more deeply, improve their oral expression ability and sense of language, and at the same time strengthen their awareness of animal protection. Post-reading and Post-listening Discussion and Exchange Students are divided into groups of 6, and are asked to discuss the following topics based on Reading A, the radio program and the documentary clip: Do you think zoos are cruel or caring? Why? What can we do in our daily life to protect animals? What do you think of the friendship between animals and humans? Each group is assigned a topic, and they have 5 minutes to discuss. During the discussion, the teacher walks around the classroom, guides students to use the words, phrases and sentences they have learned in this class to express their views, and helps students solve the language difficulties they encounter in the discussion. After the discussion, each group sends a representative to make a 2-minute speech to share the group’s views. Other students can ask questions or put forward different opinions after the speech. The teacher comments on each group’s speech, affirms the advantages, points out the deficiencies, and guides students to express their views more clearly and logically. Design Intention: Group discussion and speech activities help students integrate the knowledge they have learned in reading and listening, and realize the transfer and application of language knowledge. It also helps cultivate students’ critical thinking ability, as they need to put forward their own views and support them with reasons. Asking questions and putting forward different opinions helps students learn from each other and broaden their thinking. The teacher’s guidance and comments help students improve their language expression ability and logical thinking ability. Language Consolidation The teacher arranges two language consolidation activities. The first activity is to ask students to complete a short passage by using the core words and phrases they have learned in this class. The passage is about animal protection, and the blanks are filled with words such as “conservation”, “endangered”, “habitat”, “coexistence”, “disrupt”. For example: “Animal ______ is very important for maintaining ecological balance. Many ______ species are facing the threat of extinction because their ______ is destroyed by human activities. We should try our best to achieve ______ between humans and animals, and not ______ their living environment.” The second activity is to ask students to rewrite a part of Reading A in their own words, using the sentence structures they have learned, such as relative clauses and reason clauses. For example, students can rewrite the sentence “Zoos that provide large, natural enclosures and good medical care can help protect endangered species” into “Well-managed zoos with large and natural living spaces and good medical services are helpful for protecting animals in danger.” After students finish the activities, the teacher checks the answers and works with the whole class to correct mistakes. For the rewritten sentences, the teacher selects some excellent works to share with the whole class, and encourages students to use different sentence structures to express the same meaning. Design Intention: Language consolidation activities help students consolidate the core words, phrases and sentence structures they have learned in this class, improve their ability to use language flexibly. Completing the short passage helps students apply the learned knowledge to a specific context, and rewriting helps students master different sentence structures and improve their writing ability. Sharing excellent works can stimulate students’ learning motivation and enhance their confidence in learning English. Summary and Reflection The teacher invites students to summarize what they have learned in this class, including the core vocabulary and phrases, the main content of Reading A and Listening and Viewing, the skills of reading and listening, and their own views on animal protection. Then the teacher makes a final summary: In this class, we have learned about different views on zoos through Reading A, and understood the importance of animal protection through the radio program and documentary clip. We have also mastered some reading and listening skills, and accumulated a lot of language materials. The teacher emphasizes that animals are our good friends, and protecting animals is the responsibility of every one of us. We should establish the concept of harmonious coexistence between humans and animals, and take practical actions to protect animals and their habitats. Then the teacher asks students to reflect on their own performance in this class: What did they do well? What aspects need to be improved? For example, did they actively participate in the discussion? Did they master the reading and listening skills? Did they use the learned language knowledge flexibly? Students can write a short reflection in their exercise books. Design Intention: Summarizing the class content helps students sort out the knowledge system of this class, deepen their understanding and memory of the knowledge they have learned. Reflection activities help students understand their own learning situation, find their own deficiencies, and put forward improvement measures, which is conducive to cultivating their learning ability and self-reflection ability. Emphasizing the concept of animal protection again helps strengthen students’ cultural awareness and 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 $