Unit2 Animals 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 2 Animals-Reading B-Self-assessment 教学目标和重难点 教学目标 It focuses on language competence, enabling students to master animal-related vocabulary and reading strategies. It cultivates cultural awareness to respect life and protect nature. It develops thinking quality through logical analysis and critical thinking. It fosters learning ability via self-assessment and cooperative exploration. 教学重难点 Key points: Master core vocabulary and sentence patterns about animal protection; grasp the main idea and details of Reading B; use self-assessment to reflect on learning. Difficult points: Apply reading strategies flexibly; express views on animal protection logically; conduct effective self-assessment. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a series of vivid pictures of different animals, including cute pandas, endangered tigers, and common dogs. Then the teacher asks questions in English: “What animals do you see in the pictures? Do you like them? What do you know about their living conditions?” After that, the teacher invites 3-4 students to share their answers with the whole class. When students answer, the teacher gives positive feedback in time, such as “Your answer is very detailed!” “I agree with your opinion.” Then the teacher naturally leads to the topic: “Today we will continue to learn about animals through Reading B and conduct self-assessment to check our learning results.” Design Intention: This link uses pictures to create a vivid English learning situation, which can quickly attract students' attention and arouse their interest in learning. By asking questions closely related to students' daily life, it can activate students' prior knowledge about animals, lay a foundation for the study of Reading B, and at the same time cultivate students' oral expression ability and confidence in speaking English. Pre-reading: Preview and Lay a Foundation Vocabulary Preview: The teacher presents the core vocabulary of Reading B on the screen, including “endangered, survive, habitat, protect, threat, measure” and so on. For each word, the teacher pronounces it clearly and explains its meaning and usage with simple English sentences, combined with the pictures shown in the lead-in link. For example, when explaining “endangered”, the teacher says: “Endangered means a species is in danger of disappearing. For example, tigers are endangered animals because their habitats are destroyed.” Then the teacher asks students to read the words after him/her twice, and then organizes a quick memory game: the teacher says the Chinese meaning, and students quickly say the corresponding English word. The student who answers correctly first gets a small reward. Predict the Text: The teacher shows the title of Reading B and a brief picture related to the text, and asks students: “According to the title and the picture, what do you think this passage will talk about? Will it talk about the living conditions of some animals? Or ways to protect animals?” Students are invited to discuss in groups of 4 for a short time, and then each group sends a representative to share their predictions. The teacher writes down the key points of students' predictions on the blackboard and encourages students to verify their predictions in the process of reading. While-reading: In-depth Reading and Master Key Points Fast Reading (Skimming): The teacher asks students to read the passage quickly and finish two tasks: (1) Find out the main idea of the passage. (2) Match the main idea of each paragraph with the corresponding paragraph number. After students finish reading, the teacher invites students to share their answers. For the main idea, the teacher guides students to summarize it in simple English, such as “This passage mainly talks about the endangered situation of some animals and the measures we can take to protect them.” For the matching task, the teacher checks the answers one by one and corrects the wrong answers in time, helping students sort out the structure of the passage. Design Intention: Fast reading aims to train students' skimming ability, enable students to quickly grasp the main idea of the passage and the logical structure of each paragraph, and lay a foundation for in-depth reading. The matching task can help students further clarify the main content of each paragraph and improve their ability to sort out information. Careful Reading (Scanning): The teacher asks students to read the passage carefully and finish the following detailed tasks: (1) Underline the key sentences that describe the living conditions of endangered animals. (2) Fill in the blanks about the threats to animals and the corresponding protection measures according to the passage. (3) Answer the following questions: Why are some animals endangered? What can we do to protect animals in our daily life? After students finish the tasks independently, they can discuss with their group members to check and correct their answers. Then the teacher explains the key points in detail, focusing on the key sentences and difficult sentences. For example, for the sentence “Due to human activities, many animals have lost their habitats and are in danger of extinction.”, the teacher analyzes the structure “due to” and explains its usage, and asks students to make sentences with “due to” to consolidate their understanding. At the same time, the teacher guides students to pay attention to the connection words in the passage, such as “however, besides, therefore”, which helps students understand the logical relationship between paragraphs. Design Intention: Careful reading is the key link of reading teaching. Through detailed tasks, students can deeply understand the content of the passage, grasp the key information and details, and master the key sentences and difficult points. Group discussion can promote the exchange and cooperation between students, help students solve problems encountered in reading, and improve their cooperative learning ability. Analyzing connection words can help students improve their ability to understand the logical structure of the passage. Intensive Reading: The teacher guides students to read the passage again, focusing on the author's attitude towards animal protection. The teacher asks questions: “What is the author's attitude towards the endangered animals? How do you know that? Find out the words or sentences in the passage to support your opinion.” Students are invited to express their views, and the teacher guides students to summarize the author's positive attitude towards animal protection and his call for people to take action to protect animals. Then the teacher asks students to read the passage aloud with feeling, paying attention to the intonation and emotion, and guides students to feel the author's emotion in the passage. Design Intention: Intensive reading helps students go deep into the connotation of the text, understand the author's intention and attitude, and improve their ability to appreciate and understand the text. Reading aloud can help students consolidate the language knowledge they have learned, improve their pronunciation and intonation, and at the same time deepen their understanding of the theme of the passage. Post-reading: Consolidation and Application Language Consolidation: The teacher organizes a vocabulary and sentence pattern exercise. (1) Fill in the blanks with the core vocabulary learned in the class. (2) Rewrite the key sentences in the passage with the given words. For example, rewrite “Many animals are endangered because their habitats are destroyed.” with “due to”. After students finish the exercise independently, the teacher checks the answers and explains the common mistakes. Then the teacher invites students to make their own sentences with the key vocabulary and sentence patterns, and share them with the class. The teacher gives comments and guidance in time. Design Intention: Language consolidation exercises can help students consolidate the vocabulary and sentence patterns learned in the class, and improve their ability to use language flexibly. Making sentences by themselves can stimulate students' creativity and apply the learned knowledge to practice, achieving the goal of “learning to use”. Group Discussion: The teacher puts forward a discussion topic: “As senior high school students, what specific actions can we take to protect animals? Please discuss in groups and list at least 3 specific measures.” Students discuss in groups of 4, and each group appoints a recorder to record the group's opinions. After the discussion, each group sends a representative to share their group's opinions with the whole class. The teacher summarizes and comments on the students' opinions, affirms the reasonable suggestions, and supplements the relevant knowledge about animal protection, such as “We can refuse to buy products made of animal fur.” “We can propagate the knowledge of animal protection to our families and friends.” Design Intention: Group discussion can cultivate students' cooperative learning ability and critical thinking ability. The discussion topic is closely related to students' actual life, which can stimulate students' sense of social responsibility and let students realize that they can contribute to animal protection in daily life. At the same time, it can also improve students' oral expression ability and ability to organize language. Reading Extension: The teacher introduces a short English passage about animal protection, which is closely related to the theme of Reading B but has a slightly different content. The teacher asks students to read the extension passage quickly and answer the following questions: What is the main content of this passage? What new protection measures are mentioned in the passage? After students finish reading, the teacher invites students to share their answers and guides students to compare the two passages, find out the similarities and differences between them, and expand their knowledge about animal protection. Design Intention: Reading extension can expand students' reading scope, enrich their knowledge about the theme, and improve their reading ability. Comparing the two passages can help students improve their ability to analyze and summarize, and deepen their understanding of the theme of animal protection. Self-assessment: Reflect on Learning and Improve Ability Self-assessment Guide: The teacher introduces the self-assessment criteria to students in English, which mainly includes the following aspects: (1) Mastery of core vocabulary and sentence patterns (excellent, good, general, need to improve). (2) Ability to grasp the main idea and details of the passage (excellent, good, general, need to improve). (3) Ability to use reading strategies (excellent, good, general, need to improve). (4) Performance in group discussion and oral expression (excellent, good, general, need to improve). (5) Understanding of the theme of animal protection (excellent, good, general, need to improve). Independent Self-assessment: Students fill in the self-assessment form independently according to the self-assessment criteria, and write down their strengths and weaknesses in this class, as well as the improvement measures they will take. For example, if a student thinks that his/her mastery of vocabulary is general, he/she can write: “I need to memorize more animal-related vocabulary after class and use them to make sentences.” Peer Evaluation: Students exchange their self-assessment forms with their deskmates, and evaluate each other's performance in this class according to the self-assessment criteria. Peer evaluation should be objective and fair, and put forward reasonable suggestions for improvement. For example, a student can comment on his/her deskmate: “You did well in group discussion, but you need to improve your oral expression speed.” Teacher Feedback: The teacher collects some students' self-assessment forms and peer evaluation forms, summarizes the overall performance of the students in this class, affirms the students' strengths, points out the common problems, and puts forward targeted improvement suggestions. For example, the teacher says: “Most students have mastered the core vocabulary and sentence patterns, but some students are not flexible in using reading strategies. I suggest that you practice more reading after class and summarize the reading strategies you use.” Design Intention: Self-assessment is an important part of cultivating students' learning ability. Through self-assessment, students can clearly understand their own learning situation, find out their strengths and weaknesses, and put forward improvement measures, which is conducive to cultivating students' self-reflection ability and autonomous learning ability. Peer evaluation can promote the exchange and learning between students, help students learn from each other's strengths and make up for their own weaknesses. Teacher feedback can help students have a more comprehensive understanding of their own learning situation, and provide targeted guidance for students' future learning. Summary and Homework Summary: The teacher leads students to summarize the content of this class in English. First, invite students to share what they have learned in this class, and then the teacher makes a comprehensive summary: “In this class, we learned Reading B about animal protection, mastered the core vocabulary and sentence patterns related to animals, grasped the main idea and details of the passage, practiced reading strategies, discussed the measures to protect animals, and conducted self-assessment to reflect on our learning. We should remember that protecting animals is our responsibility, and we should take action to protect them.” Design Intention: Summarizing the class content can help students sort out the knowledge they have learned, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. Homework: (1) Review the core vocabulary and sentence patterns learned in this class, and make 5 sentences with the key vocabulary. (2) Read Reading B again and write a short summary (about 80-100 words) of the passage. (3) Complete the self-assessment form and write a short reflection (about 50 words) on your learning in this unit. (4) Search for one English article about animal protection after class and read it, and take notes of the key information. Design Intention: Homework is an extension of classroom teaching. Reviewing vocabulary and writing sentences can help students consolidate the language knowledge they have learned. Writing a summary can improve students' ability to sort out and summarize information. Completing the self-assessment form and reflection can further strengthen students' self-reflection ability. Searching for English articles about animal protection can expand students' reading scope and enrich their knowledge, laying a foundation for the next class. 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 $