Unit2 Animals 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 2 Animals-Reading A-Digging in 教学目标和重难点 教学目标 Language ability: Master core words and complex sentences about animal habits and protection, and improve reading and expression skills. Cultural awareness: Understand the global concept of animal protection and establish the awareness of coexisting harmoniously with animals. Thinking quality: Cultivate logical thinking through analyzing text structure and critical thinking through discussing animal protection issues. Learning ability: Form autonomous and cooperative learning habits and master effective reading strategies. 教学重难点 Key points: Grasp the main idea and key details of the text, master core vocabulary (such as habitat, adaptation, conservation) and sentence structures (passive voice, attributive clauses) in the context. Difficult points: Understand the implied meaning of the text, analyze the author’s attitude, and use the learned knowledge to discuss animal protection logically. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a multi-modal video clip, which includes scenes of different animals (such as whales, urban foxes, eagles and honeybees) in their natural habitats, as well as short clips of human activities affecting animal survival (such as ship noise, garbage pollution). After playing the video, the teacher asks two guiding questions in English: “What animals do you see in the video? What problems are these animals facing?” Then, the teacher invites students to share their views freely in pairs. During the sharing process, the teacher guides students to use simple English to express their opinions and writes down key words and sentences related to animal topics on the blackboard, such as “habitat”, “protection”, “pollution”, “survival” and “coexistence”. After pair sharing, 2-3 groups are invited to present their views to the whole class, and the teacher gives simple comments and guidance, focusing on encouraging students to express themselves bravely regardless of the accuracy of their language. Design Intention: The multi-modal video is closely related to the unit theme “Animals” and the content of Reading A, which can quickly attract students’ attention and arouse their interest in the topic. The guiding questions guide students to think about the living conditions of animals and activate their prior knowledge about animals and their protection, laying a solid foundation for the subsequent reading teaching. Pair sharing provides students with opportunities to practice oral expression, reduces their anxiety about using English, and helps them accumulate initial language materials related to the text. Writing down key words and sentences on the blackboard can help students sort out their ideas and pave the way for mastering core vocabulary in the text later. Step 2: Pre-reading (Prediction and Vocabulary Preview) First, the teacher shows the title of Reading A and the related pictures in the textbook, and asks students to predict the content of the text: “According to the title and pictures, what do you think this passage will talk about? Will it introduce animal habits, or the problems animals are facing, or ways to protect animals?” Students are allowed to express their predictions freely, and the teacher records their key predictions on the blackboard without correcting them temporarily, which will be verified in the while-reading link. Then, the teacher focuses on previewing the core vocabulary and key sentence structures that will appear in the text. For the core vocabulary such as “habitat”, “adaptation”, “conservation”, “echolocation”, “migration”, the teacher does not adopt the traditional way of rote memorization, but combines the context and pictures to explain. For example, when explaining “echolocation”, the teacher shows a picture of whales using sound waves to find food, and says: “Whales use echolocation to find food and communicate with each other in the ocean. It’s like a ‘sonar’ for whales.” For key sentence structures such as passive voice (“Many animals’ habitats are destroyed by human activities”) and attributive clauses (“The animals that live in the forest are facing habitat fragmentation”), the teacher gives simple examples combined with the theme of animals, and invites students to make simple sentences by themselves to lay a foundation for understanding the text. Finally, the teacher briefly introduces the background of the text: This passage is a scientific narrative text, which mainly introduces the living habits of some animals, the challenges they are facing, and the importance of animal protection. It helps students understand the genre of the text and establish a preliminary reading expectation. Design Intention: Prediction activities can stimulate students’ reading motivation and make them read the text with a clear purpose, which is conducive to improving reading efficiency. Previewing vocabulary and sentence structures in advance can help students break through language barriers in reading, avoid being distracted by unfamiliar words and sentences, and focus more on understanding the content and theme of the text. Combining context, pictures and examples to explain vocabulary and sentence structures conforms to the cognitive characteristics of senior high school students, making abstract language knowledge more concrete and easy to master. Introducing the text genre helps students use appropriate reading strategies to read different types of texts, which is conducive to improving their reading ability. Step 3: While-reading (Comprehension and Analysis) This link is divided into three layers: skimming, scanning and intensive reading, which guides students to understand the text from shallow to deep, and at the same time cultivates their reading strategies and logical thinking ability. First, Skimming: The teacher asks students to read the text quickly, ignore the unfamiliar words and sentences that do not affect the understanding of the main idea, and answer two questions: 1. What is the main idea of the passage? 2. How many parts can the passage be divided into, and what is the main content of each part? After students finish reading, they are invited to share their answers. The teacher guides students to summarize the main idea: The passage introduces the living habits and adaptation characteristics of some animals, analyzes the threats posed by human activities to animals, and calls on people to protect animals and achieve harmonious coexistence. For the division of the text, the teacher guides students to divide it into three parts: the first part (Paragraph 1-2) introduces the living habits and adaptation of animals; the second part (Paragraph 3-4) analyzes the challenges and threats faced by animals; the third part (Paragraph 5) calls on people to protect animals. The teacher affirms students’ reasonable answers and supplements and corrects them appropriately. Design Intention: Skimming is an important fast reading strategy. Through skimming activities, students can quickly grasp the main idea of the text and the overall structure, which helps them establish a macro understanding of the text and lays a foundation for in-depth reading. Ignoring unimportant unfamiliar words and sentences can help students form a good reading habit and avoid being trapped in details, thus improving reading speed and efficiency. Second, Scanning: The teacher asks students to read the text again, focus on finding specific information, and complete the following task: Fill in the table about the animals mentioned in the text, including their living habits, adaptation characteristics and the threats they are facing. The table is as follows (the teacher presents it on the screen or blackboard): Animals Living Habits Adaptation Characteristics Threats Whales Urban Foxes Other Animals (if any) Students complete the table independently first, then discuss and exchange with their group members to check and supplement each other’s answers. After the discussion, the teacher invites representatives of each group to present the completed table, and comments and corrects them, focusing on checking whether students can accurately find key details, and guiding students to pay attention to the expression of key information in the text, such as the use of data and examples. Design Intention: Scanning is a reading strategy to find specific information quickly. Through completing the table, students can further understand the details of the text, master the key information about animal habits, adaptation and threats, and at the same time exercise their ability to extract and sort out information. Group discussion can promote the exchange and cooperation between students, help students make up for their own deficiencies, and cultivate their cooperative learning ability. The teacher’s comments and corrections can help students find their own mistakes and deepen their understanding of the text details. Third, Intensive Reading: The teacher guides students to read the text carefully paragraph by paragraph, focusing on analyzing difficult sentences, the author’s attitude and the logical relationship between paragraphs. For difficult sentences, such as “Although shipping noise has increased, whales continue singing, which suggests resilience but also vulnerability”, the teacher guides students to parse the sentence structure step by step: first identify the conjunctive word “although” leading the adverbial clause of concession, then the main clause “whales continue singing”, and finally the non-restrictive attributive clause “which suggests resilience but also vulnerability” modifying the whole main clause. Then, the teacher explains the meaning of the sentence in combination with the context, and invites students to translate the sentence into Chinese to ensure that they understand the meaning of the sentence. For other difficult sentences such as passive voice and long compound sentences, the teacher adopts the same method to guide students to parse and understand, helping students break through the language difficulties in the text. When analyzing the author’s attitude, the teacher asks students to find the words and sentences in the text that reflect the author’s feelings and attitudes, such as “alarming decline”, “urgent need”, “important responsibility” and so on. Through analyzing these words and sentences, the teacher guides students to conclude that the author holds a concerned attitude towards the living conditions of animals and a positive attitude towards animal protection, and calls on people to take action to protect animals. When analyzing the logical relationship between paragraphs, the teacher guides students to find the transitional words and sentences in the text, such as “however”, “in addition”, “therefore” and so on, and helps students sort out the logical relationship between paragraphs: the first part introduces the living habits and adaptation of animals, the second part turns to the threats faced by animals through “however”, the third part puts forward the call for animal protection through “therefore”, forming a complete logical chain of “introduction-analysis-call”. Design Intention: Intensive reading is the key link to deepen the understanding of the text. By parsing difficult sentences, students can master the key sentence structures in the text, break through language barriers, and improve their ability to understand complex sentences. Analyzing the author’s attitude helps students understand the theme of the text more deeply and cultivate their ability to perceive and analyze the author’s emotion and attitude in the text. Analyzing the logical relationship between paragraphs helps students grasp the overall structure of the text, cultivate their logical thinking ability, and lay a foundation for the subsequent summary and retelling of the text. Step 4: Post-reading (Consolidation and Application) This link is divided into three activities to help students consolidate the knowledge learned, apply it flexibly, and at the same time improve their comprehensive language ability and thinking quality. Activity 1: Text Retelling. The teacher asks students to retell the text according to the structure of the text and the key information in the table completed in the scanning link. Students can retell the text individually, in pairs or in groups. When retelling, the teacher requires students to use the core vocabulary and key sentence structures learned in the text, and encourages students to add their own understanding appropriately. After retelling, the teacher gives comments and guidance, focusing on affirming students’ advantages in retelling, such as accurate use of vocabulary and clear logic, and putting forward suggestions for improvement, such as improving the fluency of expression and adding more details. Design Intention: Text retelling is an effective way to consolidate the text content. Through retelling, students can review the main idea and key details of the text, flexibly use the core vocabulary and key sentence structures learned, and improve their oral expression ability and logical organization ability. Allowing students to retell in different forms can meet the needs of different students and improve their participation in the activity. Activity 2: Group Discussion. The teacher puts forward a discussion topic closely related to the text and real life: “What can we do as senior high school students to protect animals and help them live in harmony with humans?” The teacher divides students into groups of 4-5, and asks each group to discuss the topic fully. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives appropriate guidance when students encounter difficulties, such as guiding students to think from the aspects of daily life, study and public welfare activities. After the discussion, each group sends a representative to present the group’s views to the whole class, and other groups can supplement and question. The teacher summarizes the views of each group, affirms the reasonable suggestions, and guides students to establish the awareness of taking action to protect animals. Design Intention: Group discussion can cultivate students’ cooperative learning ability and critical thinking ability. The discussion topic combines the text content with real life, which can stimulate students’ thinking, make them apply the knowledge learned in the text to real life, and realize the migration and application of knowledge. At the same time, the discussion can deepen students’ understanding of the theme of animal protection, enhance their sense of responsibility and mission, and achieve the goal of cultivating cultural awareness and thinking quality. Activity 3: Language Practice. The teacher designs a writing task: Ask students to write a short passage (about 80-100 words) about “My Views on Animal Protection”, requiring students to use the core vocabulary and key sentence structures learned in the text, and combine their own views and suggestions. Students complete the writing task independently, and after finishing, they can exchange their works with their deskmates for mutual evaluation, focusing on checking the accuracy of vocabulary and sentence structures, the clarity of views and the fluency of expression. Then, the teacher selects 2-3 representative works to comment on, affirming the advantages and putting forward suggestions for improvement. Finally, students revise their own works according to the comments. Design Intention: Writing practice is an important way to consolidate and apply language knowledge. Through writing, students can flexibly use the core vocabulary and key sentence structures learned in the text, improve their writing ability, and at the same time express their views on animal protection, deepening their understanding of the theme. Mutual evaluation and teacher’s comments can help students find their own mistakes and deficiencies, improve their writing level, and at the same time cultivate their ability to evaluate and modify their own works and others’ works. Step 5: Summary and Homework First, Summary: The teacher invites students to summarize the content of this class independently, including the main idea of the text, core vocabulary, key sentence structures and the theme of animal protection. Then, the teacher makes a supplement and summary, emphasizing that this class not only helps students master the language knowledge related to animals, but also lets students understand the importance of animal protection and establishes the awareness of harmonious coexistence with animals. At the same time, the teacher reviews the reading strategies (skimming, scanning, intensive reading) learned in this class, and encourages students to use these strategies in future reading study. Design Intention: Letting students summarize independently can help them sort out the knowledge learned in this class, deepen their memory and understanding, and cultivate their ability to summarize and sort out knowledge. The teacher’s supplement and summary can help students form a systematic knowledge system, clarify the key points of the class, and strengthen the guidance of reading strategies and the infiltration of the theme of animal protection. Then, Homework: The teacher assigns three levels of homework to meet the needs of different students: Basic Homework: Review the core vocabulary and key sentence structures learned in this class, and copy and recite them; read the text aloud for 15 minutes every day, and try to retell the text fluently. Intermediate Homework: Revise the short passage written in the post-reading activity according to the teacher’s comments and deskmate’s suggestions, and improve the quality of the passage; find one more article about animal protection on the Internet or in books, and read it, then write a short reading note (about 50 words) to record the main idea of the article. Advanced Homework: Design a poster about animal protection, requiring the poster to include the theme, slogans and related pictures, and write a short introduction (about 100 words) for the poster in English; work with group members to collect information about endangered animals in China, and prepare a 3-minute English report for the next class. Design Intention: Assigning hierarchical homework conforms to the principle of teaching students in accordance with their aptitude, which can meet the learning needs of different levels of students. Basic homework helps students consolidate the basic language knowledge and text content; intermediate homework helps students expand their reading and improve their writing ability; advanced homework helps students develop their comprehensive language ability, cooperative learning ability and innovative ability, and at the same time further deepen their understanding of animal protection and practice the concept of harmonious coexistence with animals. 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 $