Unit2 Animals Reading B Further Exploration 教学设计-2025-2026学年高中英语沪外版必修二册

Unit 2 Animals-Reading B-Further Exploration 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 coexistence, and improve abilities in reading comprehension, information extraction and English expression. Cultural Awareness: Understand the concept of animal protection in different cultures, establish the awareness of harmonious coexistence between humans and animals, and enhance the sense of ecological responsibility. Thinking Quality: Cultivate critical thinking by analyzing the relationship between human activities and animal survival, and improve the ability of logical reasoning and problem-solving. Learning Ability: Master effective reading strategies such as skimming and scanning, and develop the habit of independent learning and cooperative inquiry. 教学重难点 Key Points: Grasp the main idea and logical structure of the text, master the usage of core vocabularies (such as conservation, adaptation, coexistence) and complex sentence patterns, and understand the specific measures of animal protection mentioned in the text. Difficult Points: Analyze the author’s implied attitude and writing purpose, understand the deep meaning of human-animal coexistence, and use the learned knowledge to express personal views on animal protection in English. 教学过程 Lead-in The teacher starts the class by showing a set of vivid pictures and short videos, which include urban foxes wandering in the streets of London, whales singing in the ocean, stray cats in Beijing hutongs, and some animals facing the threat of survival due to human activities. After playing the videos and displaying the pictures, the teacher asks the students two questions in English: “What animals do you see in the pictures and videos? What do you think is the relationship between these animals and humans?” Then, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher gives positive feedback and guidance in time, such as “Your observation is very careful” or “That’s a very meaningful point of view”. After the students finish sharing, the teacher summarizes: “Today, we will continue to explore the topic of animals through Reading B-Further Exploration, and discuss how humans and animals can coexist harmoniously and what we can do to protect animals.” Design Intention: The lead-in part uses multi-modal materials such as pictures and videos to create a real and vivid English learning context, which can quickly attract students’ attention and arouse their interest in the topic of animals. The designed questions are closely related to the content of the text, which can guide students to think actively and lay a good foundation for the subsequent reading teaching. At the same time, positive feedback from teachers can enhance students’ confidence in speaking English and create a relaxed and active classroom atmosphere. Pre-reading Vocabulary Preview: The teacher presents the core vocabularies and phrases of the text on the blackboard or PPT, including conservation, adaptation, coexistence, habitat, sensory pollution, disrupt, rely on, take measures, etc. For each vocabulary, the teacher explains its pronunciation, part of speech and basic meaning, and combines it with simple example sentences related to the text to help students understand. For example, when explaining “coexistence”, the teacher says: “Coexistence means living together peacefully. For example, urban foxes and humans live in the same city, which is a kind of coexistence.” Then, the teacher asks students to read the vocabulary and example sentences aloud twice, and invites individual students to read them to check their pronunciation. After that, the teacher designs a small matching game: match the vocabularies with their corresponding Chinese meanings, and let students complete it in pairs. After the completion, the teacher checks the answers together with the whole class and explains the difficult points again. Background Introduction: The teacher briefly introduces the background of the text in English. The text mainly focuses on the coexistence challenges between urban animals and humans, taking urban foxes as an example, and discusses the causes of conflicts between humans and urban foxes and the corresponding solutions. The teacher also mentions that the text involves the concept of “sensory pollution” and the protection cases of urban animals in China and foreign countries, helping students understand the cultural and ecological background related to the text, so as to better understand the content of the text. Design Intention: Vocabulary is the foundation of reading. Previewing core vocabularies before reading can help students reduce the difficulty of reading, avoid being hindered by unfamiliar words and affect the understanding of the text. The combination of example sentences and matching games makes vocabulary learning more interesting and helps students remember vocabularies more firmly. The brief introduction of the background can help students establish the connection between the text and real life, broaden their horizons, and lay a foundation for in-depth understanding of the text’s theme and logical structure. While-reading This part is divided into three stages: skimming, scanning and intensive reading, to help students understand the text step by step from shallow to deep. Skimming: The teacher asks students to read the text quickly within a certain range, and requires them to grasp the main idea of the text and answer two questions: “What is the main topic of the text?” and “What is the author’s attitude towards the coexistence of urban animals and humans?” After students finish reading, the teacher invites several students to share their answers, and then summarizes the main idea of the text: The text takes urban foxes as an example, discusses the challenges of coexistence between urban animals and humans, analyzes the causes of conflicts, and puts forward community-based solutions, expressing the author’s view that humans and animals can coexist harmoniously. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text, establish the overall framework of the text, and cultivate their ability to extract key information quickly. The designed questions are targeted, which can guide students to focus on the core content of the text during skimming and avoid aimless reading. Scanning: The teacher asks students to read the text again, and requires them to scan for specific information and complete the following table. The table includes three columns: “Problems of Coexistence”, “Causes of Problems” and “Solutions”. Students need to find the corresponding information in the text and fill in the table in pairs. After the completion, the teacher invites a group of students to present their answers, and corrects and supplements them. For example, for “Problems of Coexistence”, students may find that urban foxes rummage through garbage, which affects the living environment of residents; for “Causes of Problems”, the main reason is improper garbage disposal and human’s lack of awareness of coexistence; for “Solutions”, the text proposes community-based solutions such as setting up special feeding points and strengthening garbage management. Problems of Coexistence Causes of Problems Solutions Urban foxes rummage through garbage, affecting residents’ living environment; conflicts between humans and urban foxes occur from time to time. Improper garbage disposal; humans lack awareness of coexistence with urban animals; sensory pollution from human activities disrupts animals’ living habits. Adopt community-based solutions, such as setting up special feeding points, strengthening garbage management, and raising public awareness of coexistence. Design Intention: Scanning is a strategy to find specific information quickly. Through completing the table, students can further understand the detailed content of the text, sort out the logical relationship between the problems, causes and solutions in the text, and improve their ability to extract specific information. Cooperative learning in pairs can promote the communication and interaction between students, help students learn from each other, and improve their learning efficiency. Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key sentences, logical connections and the author’s implied meaning in each paragraph. For the first paragraph, the teacher asks students to read it carefully and answer: “How does the author describe urban foxes in the first paragraph? What is the purpose of such a description?” Students can find that the author describes the daily behavior of urban foxes in detail, such as “wandering in the streets”, “looking for food in garbage bins”, which makes urban foxes more vivid and close to life. The teacher explains that the purpose of such a description is to attract readers’ attention and lay a foundation for discussing the coexistence between urban foxes and humans. For the second and third paragraphs, the teacher focuses on analyzing the logical connection between the paragraphs. The second paragraph mainly talks about the problems of coexistence between urban foxes and humans, and the third paragraph analyzes the causes of these problems. The teacher points out the logical connection word “because” in the text, which connects the problems and causes, and guides students to understand the causal relationship between them. At the same time, the teacher asks students to pay attention to the data “70% of urban foxes rely on human waste” in the third paragraph, and explains that the use of data can make the argument more convincing, which is a common writing method in expository texts. For the fourth and fifth paragraphs, the teacher guides students to analyze the author’s attitude and writing purpose. The fourth paragraph puts forward community-based solutions, and the fifth paragraph expresses the author’s hope that humans and animals can coexist harmoniously. The teacher asks students to find the sentences that reflect the author’s attitude, such as “They’re not just pests, but neighbors” and “We need to learn to live with them”, and guides students to understand that the author holds a positive attitude towards the coexistence of humans and urban animals, and his writing purpose is to call on people to pay attention to urban animal protection and take measures to achieve harmonious coexistence. In addition, during the intensive reading process, the teacher also focuses on explaining the difficult sentence patterns in the text, such as complex clauses and passive voice. For example, the sentence “Noise pollution from ships disrupts their communication” is a passive voice sentence, and the teacher explains its structure and usage, and asks students to make similar sentences. At the same time, the teacher guides students to pay attention to the rhetorical devices used in the text, such as personification in “whales sing their ancient songs” (mentioned in the unit context), which can enhance the expressiveness of the text. Design Intention: Intensive reading is the key link to in-depth understanding of the text. By reading paragraph by paragraph, analyzing key sentences, logical connections and the author’s attitude, students can deeply understand the connotation of the text, master the writing characteristics and language rules of the text, and improve their ability to analyze and understand the text. The explanation of difficult sentence patterns and rhetorical devices can help students break through the language difficulties in reading, lay a foundation for their future English writing and expression. Post-reading This part includes three activities: group discussion, language practice and summary, to help students consolidate the learned knowledge and improve their comprehensive language application ability. Group Discussion: The teacher divides students into groups of 4-5, and assigns the discussion topic: “What can we do in our daily life to protect urban animals and promote the harmonious coexistence between humans and animals?” Before the discussion, the teacher gives some tips to guide students to think from different aspects, such as garbage classification, not harming animals, setting up feeding points, and publicizing animal protection knowledge. During the discussion, the teacher walks around the classroom, listens to the discussions of each group, gives guidance and help in time, and encourages students to express their views in English. After the discussion, each group sends a representative to share their discussion results, and the teacher gives comments and evaluations, affirming the reasonable suggestions and putting forward supplementary opinions. Design Intention: Group discussion can stimulate students’ thinking, promote the exchange and cooperation between students, and improve their ability to express personal views in English. The discussion topic is closely related to real life, which can help students connect the knowledge learned in the text with their own life, realize the practical significance of animal protection, and cultivate their sense of social responsibility. Language Practice: The teacher designs two language practice activities to help students consolidate the core vocabularies and sentence patterns learned in the text. Activity 1: Fill in the blanks with the core vocabularies learned in the text. The teacher presents several sentences on the PPT, such as “We should take effective measures to protect the ______ of animals.” (habitat) “The key to ______ between humans and animals is mutual respect.” (coexistence) Students complete the blanks individually, and then the teacher checks the answers together with the whole class, explaining the usage of the vocabularies again. Activity 2: Sentence rewriting. The teacher presents several simple sentences, and asks students to rewrite them into complex sentences using the sentence patterns learned in the text, such as changing “Humans should protect animals. Animals can live in peace.” into “Humans should protect animals so that they can live in peace.” This activity can help students master the usage of complex sentence patterns and improve their ability to express in English. Design Intention: Language practice is an important link to consolidate the learned knowledge. Through filling in the blanks and sentence rewriting, students can further master the core vocabularies and sentence patterns, and improve their ability to use language flexibly. The design of the practice activities is closely related to the text, which can help students connect the knowledge learned with the language practice, and achieve the goal of “learning to use”. Summary: The teacher invites students to summarize the content of the text and the knowledge learned in this class. Students can summarize from the aspects of the main idea of the text, core vocabularies, key sentence patterns and the theme of animal protection. After students finish summarizing, the teacher makes a final summary: “In this class, we have learned about the coexistence challenges between urban animals and humans, mastered the core vocabularies and sentence patterns related to animal protection, and discussed the measures to protect urban animals. We should establish the awareness of harmonious coexistence between humans and animals, and take practical actions to protect animals and protect our common home.” Design Intention: Summarizing can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding of the text and the theme. Inviting students to summarize can also cultivate their ability to generalize and express, and enhance their sense of participation in the class. Homework 1. Read the text aloud for 15 minutes every day, and recite the key paragraphs and core vocabularies. 2. Write a short passage of 80-100 words about “How to Protect Urban Animals”, using the core vocabularies and sentence patterns learned in this class. 3. Surf the Internet to find more cases of urban animal protection at home and abroad, and share them in the next class. Design Intention: Homework is an extension of classroom teaching. Reading aloud and reciting can help students consolidate the language knowledge and improve their sense of language. Writing a short passage can help students apply the learned knowledge to practice, improve their English writing ability. Looking for relevant cases can broaden students’ horizons, enhance their understanding of animal protection, and lay a foundation for the next class’s sharing activity. 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 $