Unit 5 Save the Planet Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版必修第二册

Unit 5 Save the Planet Section 1 Reading for Meaning 教学目标和重难点 教学目标 It cultivates students’ language ability via environmental texts, develops critical thinking on ecological issues, strengthens cultural awareness of global environmental protection, and fosters learning ability to master reading strategies. 教学重难点 Key: Grasp core environmental vocabulary, understand the text’s main idea and logical structure. Difficulty: Analyze the author’s purpose and apply reading strategies to deeply understand environmental issues. 教学过程 Step 1: Lead-in (Warm-up and Preview) Activity 1: Video Appreciation and Discussion. Play a 3-minute short video about global environmental problems, including water pollution, deforestation, air pollution and the extinction of endangered species. After watching the video, ask students two questions: “What environmental problems have you seen in the video?” and “What do you think we can do to solve these problems?” Invite 3-4 students to share their answers in front of the class, and give positive comments and supplements. Activity 2: Vocabulary Preview. Present 8-10 core vocabulary in the reading text on the screen, such as biodiversity, carbon footprint, pollutant, conserve, recycle, ecological balance, degradation and sustainable development. For each word, provide simple English definitions and example sentences related to environmental protection, and ask students to read after the teacher, then pair up to make simple sentences with these words. For example, “We should recycle waste paper to reduce environmental pollution.” Design Intention: The video appreciation can quickly attract students’ attention, arouse their emotional resonance with environmental issues, and lay an emotional foundation for the follow-up reading. The vocabulary preview helps students remove language obstacles in advance, so that they can focus more on understanding the text content during reading, which conforms to the principle of “reducing cognitive load” in language teaching. At the same time, pairing to make sentences can improve students’ oral expression ability and deepen their memory of new words. Step 2: Pre-reading (Prediction and Strategy Guidance) Activity 1: Text Prediction. Show the title of the reading text “The Silent Spring Revisited” and the picture related to the text (e.g., a polluted river, dead plants and animals). Ask students to predict the content of the text based on the title and picture: “What do you think the text will talk about? Who do you think the author is? What is the author’s attitude towards environmental problems?” Let students write down their predictions on the exercise book, then discuss in groups of 4, and each group sends a representative to report the group’s prediction results. Activity 2: Reading Strategy Guidance. Introduce the “skimming” strategy to students: skimming is a fast reading method to get the main idea of the text, focusing on the title, first paragraph, last paragraph and topic sentences of each paragraph. Explain the characteristics of topic sentences (usually at the beginning or end of a paragraph, concise and general), and give a simple example to let students practice skimming a short paragraph and find its topic sentence. Design Intention: Prediction activities can stimulate students’ reading interest and initiative, let them have a preliminary expectation of the text content, and help them form a “problem-oriented” reading awareness. The guidance of skimming strategy is to help students master scientific reading methods, improve reading efficiency, and lay a foundation for their independent reading ability in the future. At the same time, group discussion can cultivate students’ cooperative learning ability and communication ability. Step 3: While-reading (Comprehension and Strategy Practice) This step is divided into three layers: skimming, scanning and intensive reading, to help students understand the text from shallow to deep. Skimming: Ask students to read the text quickly with the help of the skimming strategy learned, and finish two tasks: (1) Write down the main idea of the text in one sentence. (2) Divide the text into 3-4 parts and summarize the main content of each part. After reading, invite students to share their answers, and the teacher will sort out and correct them. The main idea of the text: The text revisits Rachel Carson’s “Silent Spring”, discusses the destructive impact of chemical pollution on the ecological chain, and calls on people to take action to protect the planet. The text can be divided into three parts: Part 1 (Paragraph 1-2): Introduce Rachel Carson and her work “Silent Spring”; Part 2 (Paragraph 3-5): Analyze the harm of chemical pollutants to the ecological environment; Part 3 (Paragraph 6-7): Put forward suggestions on environmental protection and emphasize the importance of sustainable development. Scanning: Ask students to read the text again, focus on specific information, and finish the following table. The table includes three columns: “Environmental Problems Mentioned”, “Causes of the Problems” and “Solutions Proposed in the Text”. Students can work in pairs to find relevant information in the text and fill in the table. After completion, the teacher will check the answers with the whole class, and emphasize the key sentences and key words in the text. Environmental Problems Mentioned Causes of the Problems Solutions Proposed in the Text Water pollution, air pollution, biodiversity reduction, ecological balance destruction Overuse of chemical fertilizers and pesticides, industrial waste discharge, deforestation Reduce the use of chemicals, recycle waste, protect forests, promote sustainable development, strengthen environmental protection awareness Intensive Reading: Focus on key paragraphs and difficult sentences, guide students to analyze and understand deeply. (1) Key Paragraphs: Take Paragraph 4 (which describes the impact of chemical pollutants on animals) as an example, ask students to read it carefully, and answer the questions: “What animals are affected by chemical pollutants? How are they affected?” Guide students to find details in the text, such as “Birds’ eggs are thin and easy to break, leading to the decline of bird populations” and “Fish in the river die because of water pollution”. (2) Difficult Sentences: Select 2-3 difficult sentences in the text, such as “If we continue to ignore the harm of chemical pollutants, the ecological balance will be completely destroyed, and human beings will face a serious survival crisis.” Guide students to analyze the sentence structure (conditional clause), translate the sentence, and discuss the meaning of the sentence. Ask students: “What does the author want to tell us through this sentence?” (3) Author’s Attitude: Ask students to find words and sentences in the text that reflect the author’s attitude, such as “worried”, “urgent”, “necessary”, and summarize the author’s attitude towards environmental problems (worried and concerned, calling on people to take action). Design Intention: The three-layer reading design (skimming-scanning-intensive reading) conforms to the law of students’ cognitive development, from overall understanding to specific information extraction, and then to in-depth analysis, helping students grasp the text comprehensively. Skimming helps students grasp the main idea, scanning improves students’ ability to find specific information quickly, and intensive reading helps students break through difficult points and understand the deep meaning of the text. The table-filling activity makes the extraction of specific information more systematic, and the analysis of difficult sentences and author’s attitude helps students improve their language analysis ability and critical thinking ability. Step 4: Post-reading (Consolidation and Application) This step includes three activities to help students consolidate the knowledge learned and apply it to practice. Activity 1: Text Retelling. Ask students to retell the text according to the structure of the text and the key information in the table. They can choose to retell individually, in pairs or in groups. The teacher puts forward requirements: (1) Use the core vocabulary learned in the class. (2) The retelling should be logical and fluent. (3) Highlight the key points of the text. After retelling, the teacher gives comments, affirming the advantages of the students and putting forward suggestions for improvement. Activity 2: Group Discussion. Divide students into groups of 5-6, and set the discussion topic: “What can we do as high school students to protect the planet? Combine the content of the text and your own life experience to share your ideas.” Give students 10 minutes to discuss, and each group prepares a 2-minute report. During the discussion, the teacher walks around the classroom, guides students to use the core vocabulary and sentence patterns learned, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to report, and the teacher makes a summary and evaluation, emphasizing that environmental protection is everyone’s responsibility, and even small actions can make a difference. Activity 3: Writing Practice. Ask students to write a short passage (80-100 words) with the title “My Environmental Protection Action Plan”. The requirements are: (1) Use at least 5 core vocabulary learned in the class. (2) Put forward specific environmental protection actions that you can take in daily life. (3) Express your determination and hope for environmental protection. Students finish writing independently, then exchange their passages with their deskmates for mutual revision (focus on vocabulary, grammar and logical coherence). The teacher collects some typical passages, comments on them in class, and displays excellent passages. Design Intention: Text retelling helps students consolidate the text content and improve their oral expression ability and logical thinking ability. Group discussion combines the text content with real life, enables students to apply the knowledge learned to practice, and cultivates their sense of social responsibility and cooperative learning ability. Writing practice is a comprehensive application of listening, speaking and reading, which helps students improve their writing ability, deepen their understanding of the theme of environmental protection, and realize the integration of language learning and value shaping. Step 5: Summary and Extension Summary: Invite students to summarize what they have learned in this class, including core vocabulary, reading strategies, text content and environmental protection knowledge. The teacher supplements and sorts out, emphasizing the key points and difficult points of this class, and reviewing the four-dimensional core literacy goals of this class, so that students can have a clear understanding of their learning gains. Extension: (1) Recommend related reading materials and videos to students, such as the documentary “Before the Flood” and the book “Silent Spring”, and ask students to read and watch after class to expand their knowledge of environmental protection. (2) Assign an after-class task: Work with your family to formulate a family environmental protection plan, and share it in the next class. The plan should include specific environmental protection actions that the whole family can take, such as saving water, saving electricity, sorting garbage, etc. Design Intention: The summary links up the whole class content, helps students sort out the knowledge system and deepen their memory. The extension activities extend the classroom teaching to after-class life, enable students to continue to learn and practice environmental protection knowledge, and realize the connection between classroom learning and real life. The family environmental protection plan can drive the whole family to participate in environmental protection, expand the influence of environmental education, and better realize the goal of value shaping. 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 $