Unit2 Animals Reading A Moving Forward 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-Moving Forward 教学目标和重难点 教学目标 Language Ability: Master core vocabularies and sentence patterns related to animal protection and human-animal relationships, improve reading ability to grasp main ideas, details and logical relationships of the text. Cultural Awareness: Understand the global consensus on animal protection, respect different concepts of animal care, and establish a sense of responsibility for harmonious coexistence between humans and animals. Thinking Quality: Develop critical thinking by analyzing the author’s attitude and argumentation logic, and cultivate logical thinking through sorting out the text structure. Learning Ability: Master reading strategies such as skimming, scanning and intensive reading, and improve autonomous learning and cooperative inquiry abilities through group activities. 教学重难点 Key Points: Grasp the main content and structure of the text, master key vocabularies (e.g., welfare, habitat, endanger, extinction) and difficult sentence patterns; understand the author’s views on animal protection. Difficult Points: Analyze the logical connection between paragraphs, comprehend the implied meaning of the text, and apply the learned knowledge to express personal views on human-animal relationships. 教学过程 Pre-reading: Lead-in and Activation (Warm-up and Preparation) Activity 1: Visual Aids Display and Free Talk The teacher shows pictures and short videos of different animals (including whales, foxes, zoo animals and wild animals), some of which are in a good living state, while others are facing threats such as habitat destruction, anthropogenic noise and being caged. Then the teacher asks open-ended questions in English: “What do you think of these animals? Do you think they are happy? What threats do they face in real life? Have you ever thought about how humans should get along with animals?” Students are invited to express their views freely, without limiting their answers, and the teacher gives positive feedback and guidance, encouraging students to use simple English to express their thoughts. During the process, the teacher appropriately guides students to mention words related to animal protection, such as “protect”, “safe”, “danger”, “home” and so on, laying a foundation for the subsequent text learning. Design Intention: This activity uses multi-modal materials such as pictures and videos to stimulate students’ visual and auditory senses, quickly attract students’ attention and arouse their interest in the theme of “animals”. Free talk creates a relaxed and democratic classroom atmosphere, reduces students’ anxiety in speaking English, and activates students’ existing knowledge and life experience related to animals. At the same time, it imperceptibly leads out the core theme of the text—human-animal relationship and animal protection, and paves the way for the understanding of the text content. Activity 2: Vocabulary Preview and Contextualization The teacher presents the core vocabularies of the text, such as welfare, habitat, cruel, endanger, extinction, adjust to, anthropogenic, disruption, etc. Instead of explaining the words in isolation, the teacher puts them into simple and easy-to-understand sentences combined with the theme of the text, such as “Anthropogenic noise often disrupts the communication of whales.” “Many animals lose their habitats due to human activities.” Then, the teacher plays the audio of ship noise, allowing students to experience the meaning of “anthropogenic noise” intuitively. Students read the sentences aloud and guess the meaning of the words according to the context and audio experience. After that, the teacher checks the students’ understanding of the words through quick response, and explains the key points of pronunciation and usage of difficult words appropriately. Design Intention: Adopting the “contextual casting method” to teach vocabulary avoids rote memorization, helps students establish the connection between words and specific contexts, and deepens their understanding and memory of vocabulary. The combination of audio experience and sentence examples makes abstract words more specific and intuitive, reducing students’ difficulty in learning new words. Quick response activities can enhance students’ participation and lay a solid vocabulary foundation for smooth reading of the text. While-reading: Text Analysis and Strategy Training (Comprehension and Exploration) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. What is the author’s general attitude towards animal protection? After students finish reading, they are invited to share their answers. The teacher guides students to summarize the main idea of the text: The text discusses the importance of animal protection, introduces the threats faced by animals (such as anthropogenic noise, habitat loss, etc.) and the ways humans can take to protect animals, and expresses the author’s view that humans should coexist harmoniously with animals. For the author’s attitude, the teacher guides students to find clues from the text, such as “alarming decline” and “we must take action”, so as to summarize the author’s positive and urgent attitude towards animal protection. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the core content of the text and establish an overall understanding of the text. The two guiding questions are designed to help students focus on the key points during skimming, avoid blind reading, and cultivate students’ ability to extract key information quickly. At the same time, guiding students to analyze the author’s attitude lays a foundation for in-depth understanding of the text’s connotation. Activity 2: Scanning for Specific Details The teacher divides students into 4 groups and assigns different tasks to each group. Group 1: Find out the threats faced by whales mentioned in the text and the reasons for these threats. Group 2: Find out the problems existing in zoos from the perspective of animal welfare. Group 3: Find out the measures proposed by the author to protect animals. Group 4: Find out the evidence used by the author to support his views. Students read the text carefully (scanning) and record the relevant information in the form of notes. After the group discussion, each group sends a representative to share the results, and the teacher supplements and corrects them, helping students sort out the specific details of the text and form a clear knowledge framework. Design Intention: Scanning training helps students improve their ability to find specific information quickly and accurately. Group cooperation not only can reduce the difficulty of learning, but also can cultivate students’ cooperative spirit and communication ability. Assigning different tasks to each group makes the reading more targeted, and each student can participate in the learning process actively, avoiding the situation that some students are passive in reading. The teacher’s supplement and correction ensure that students can grasp the key details of the text correctly. Activity 3: Intensive Reading for Logical Structure and Difficult Sentences First, the teacher guides students to analyze the logical structure of the text. The teacher asks students to divide the text into several parts according to the content and summarize the main content of each part. With the guidance of the teacher, students divide the text into three parts: Part 1 (Paragraph 1-2): Introduce the importance of animal communication and the threats faced by whales (anthropogenic noise). Part 2 (Paragraph 3-4): Discuss the controversy about zoos and the impact of human activities on urban animals. Part 3 (Paragraph 5-6): Put forward measures for animal protection and call on humans to take action. Then, the teacher writes the text structure on the blackboard (or shows it on the PPT) to help students clarify the logical connection between paragraphs. Next, the teacher focuses on explaining the difficult sentences in the text, such as “Anthropogenic noise drowns whale songs, making it difficult for whales to communicate and find food, which leads to an alarming decline in their numbers.” “While zoos provide a safe environment for some animals, they also deprive animals of their freedom to live in their natural habitats.” For each difficult sentence, the teacher first asks students to try to analyze the sentence structure by themselves (such as subject, predicate, object, attributive clause, adverbial clause, etc.), then explains the key points of the sentence structure and the meaning of the sentence, and asks students to read the sentence aloud to grasp the rhythm and intonation. Finally, the teacher asks students to make sentences with the key structures in the difficult sentences to consolidate their understanding and application. Design Intention: Intensive reading is the key link to in-depth understanding of the text. Analyzing the logical structure of the text helps students grasp the author’s thinking and argumentation context, and cultivate their logical thinking ability. Explaining difficult sentences helps students break through the language barriers in reading, and the combination of sentence structure analysis, meaning explanation and sentence making helps students master the key sentence patterns and improve their language application ability. Letting students try to analyze difficult sentences by themselves first can cultivate their autonomous learning ability and thinking ability. Activity 4: Analyzing the Author’s Argumentation Logic and Attitude The teacher asks students to read the text again carefully and think about the following questions: 1. What evidence does the author use to prove that anthropogenic noise is harmful to whales? 2. What is the author’s attitude towards zoos? How does the author express this attitude? 3. What is the author’s purpose of writing this text? Students discuss these questions in groups, and then share their views in class. The teacher guides students to find the evidence in the text (such as specific phenomena, data or examples) and analyze the author’s argumentation logic: the author first puts forward the problem (animals are facing threats), then analyzes the causes of the problem, and finally puts forward solutions. For the author’s attitude towards zoos, the teacher guides students to find the contradictory expressions in the text (such as “safe environment” and “deprive of freedom”), so as to summarize the author’s objective attitude—zoos have both advantages and disadvantages, and humans should improve the welfare of zoo animals. For the author’s writing purpose, the teacher guides students to understand that the author wants to arouse people’s attention to animal protection and call on everyone to take action to protect animals and realize the harmonious coexistence between humans and animals. Design Intention: This activity aims to cultivate students’ critical thinking and logical thinking ability. By analyzing the author’s argumentation logic and evidence, students can understand how the author expresses his views and enhances the persuasiveness of the text. Analyzing the author’s attitude towards zoos helps students form a comprehensive and objective understanding of things, avoid one-sided views. Understanding the author’s writing purpose helps students grasp the connotation of the text and realize the educational significance of the text, which lays a foundation for the subsequent emotional sublimation. Post-reading: Consolidation, Application and Sublimation (Practice and Reflection) Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher designs two exercises to consolidate the learned vocabulary and sentence patterns. Exercise 1: Fill in the blanks with the core vocabularies learned (welfare, habitat, endanger, extinction, adjust to, disruption). The teacher provides sentences with blanks, and students fill in the appropriate words according to the context. For example: 1. The destruction of forests has destroyed many animals’ ______. 2. We should take measures to protect ______ species from ______. Exercise 2: Rewrite the sentences using the key sentence patterns learned. For example, rewrite “Anthropogenic noise is harmful to whales. It makes whales unable to communicate normally.” into “Anthropogenic noise is harmful to whales, making it impossible for them to communicate normally.” After students finish the exercises, the teacher checks the answers, explains the common mistakes, and asks students to correct their mistakes. Design Intention: Consolidation exercises can help students consolidate the learned vocabulary and sentence patterns, and improve their ability to use language flexibly. The design of the exercises is closely combined with the text content, which not only consolidates the knowledge, but also reviews the text content, achieving the effect of integrating learning and application. Checking and correcting mistakes in time helps students find their own deficiencies and improve their language accuracy. Activity 2: Group Discussion and Speech The teacher puts forward the discussion topic: “What can we do as high school students to protect animals? Do you agree that humans should let渡 some living space for animals? Why or why not?” Students are divided into groups of 5-6 people to discuss the topic. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and sentence patterns to express their views, and helps students solve the language problems encountered in the discussion. After the discussion, each group selects a representative to give a 2-3 minute speech in English, introducing the group’s views. After the speech, other students can ask questions or put forward different views, and the teacher gives comments and guidance, affirming the advantages of the students’ speeches and putting forward suggestions for improvement. Design Intention: Group discussion and speech activities provide students with a platform to use English to communicate and express their views, which can improve their oral expression ability and comprehensive language application ability. The discussion topic is closely related to the text and students’ real life, which can arouse students’ deep thinking about animal protection and their sense of social responsibility. The teacher’s guidance and comments help students improve their oral expression ability and establish confidence in speaking English. At the same time, the discussion on “whether humans should let渡 living space for animals” helps students reconcile the value conflict between human needs and animal rights, and cultivate their comprehensive and objective thinking ability. Activity 3: Text Retelling The teacher asks students to retell the text according to the text structure and key details sorted out earlier. Students can retell the text individually, in pairs or in groups. When retelling, students are required to use the learned vocabulary and sentence patterns, and ensure the completeness and logicality of the content. The teacher invites several students to retell the text in class, and gives positive feedback and guidance, helping students improve their retelling ability. For students who have difficulty in retelling, the teacher provides appropriate hints (such as key words, sentence patterns or text structure framework). Design Intention: Text retelling is an effective way to consolidate the text content and improve students’ language expression ability. It requires students to integrate the key information of the text, organize language and express it in their own words, which can not only test students’ understanding of the text, but also improve their ability to use language flexibly. Providing hints for students with difficulties can help them build confidence and participate in the activity actively, ensuring that every student can gain something from the activity. Activity 4: Emotional Sublimation and Homework Arrangement First, the teacher makes a summary of the class: Through this class, we have learned about the threats faced by animals and the importance of animal protection, mastered the relevant vocabulary and sentence patterns, and discussed how we can protect animals as high school students. The teacher emphasizes that animals are our good friends, and protecting animals is the responsibility of every human being. 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 arranges the homework: 1. Write a short passage (80-100 words) about “My Views on Animal Protection”, requiring the use of the learned vocabulary and sentence patterns. 2. Surf the Internet to find more information about animal protection and share it with the class in the next class. 3. Finish the exercises related to the text in the workbook to consolidate the learned knowledge. Design Intention: Emotional sublimation helps students establish a correct view of human-animal relationship, cultivate their sense of social responsibility and environmental protection, and realize the educational value of the text. The homework arrangement is hierarchical and diverse: the short passage writing can improve students’ writing ability and apply the learned knowledge; searching for information can expand students’ horizons and cultivate their autonomous learning ability; finishing the workbook exercises can consolidate the knowledge learned in class, ensuring the continuity and effectiveness of learning. Teaching Reflection (Embedded in the Teaching Process) During the whole teaching process, the teacher pays attention to observing students’ participation and learning status, and adjusts the teaching progress and methods in time according to students’ actual situation. For example, if students have difficulty in understanding difficult sentences, the teacher can slow down the teaching speed, increase the number of examples and explanations, and help students break through the difficulties. For students who are active in class, the teacher gives more encouragement and opportunities to express themselves; for students who are passive, the teacher takes the initiative to guide and help them participate in the activity actively. After the class, the teacher will reflect on the problems existing in the teaching process, such as whether the vocabulary teaching is effective, whether the group discussion is fully carried out, whether the students’ language application ability is effectively improved, and so on, so as to optimize the teaching design for the next class. Design Intention: Teaching reflection is an important part of teaching, which helps teachers sum up experience, find problems and improve teaching level. Observing students’ learning status in class and adjusting teaching strategies in time can ensure the effectiveness of teaching and meet the learning needs of different students. Post-class reflection helps teachers continuously optimize the teaching design, improve the quality of teaching, and promote the continuous development of both teachers and students. 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 $