Unit 5 Animals Around Us-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版必修第三册

Unit 5 Animals Around Us-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Ability: Enable students to master core vocabulary and sentence patterns related to animal characteristics and living habits, improve reading skills such as skimming, scanning and intensive reading, and express views on animals in simple English. Cultural Awareness: Help students understand the status and protection of animals in different regions, cultivate respect for life and awareness of ecological protection, and establish a sense of global ecological responsibility. Thinking Quality: Guide students to analyze and summarize animal-related information, develop logical thinking and critical thinking, and explore the relationship between animals and human society. Learning Ability: Cultivate students' ability of independent reading, cooperative inquiry and autonomous summary, and help them form good reading habits and effective learning strategies. 教学重难点 Key Points: Master core vocabulary (such as species, habitat, adapt, survive, conserve) and key sentence patterns (such as It is known that..., Animals adapt to... by...); grasp the main idea and structural framework of the reading passage; master basic reading skills like skimming and scanning. Difficult Points: Understand the long and complex sentences in the passage and accurately grasp their meanings; use reading strategies to extract key information and make reasonable inferences; express personal views on animal protection logically and fluently in English. 教学过程 Step 1: Lead-in (Lead-in) The teacher starts the class by showing a multimedia courseware with pictures and short videos of various animals, including giant pandas in China, koalas in Australia, African elephants and other representative animals. The teacher asks the students the following questions in English: “What animals can you see in the pictures? Do you know where they live? What special characteristics do they have?” Then, the teacher invites 3-4 students to answer the questions freely. After the students' answers, the teacher makes a brief comment and naturally leads to the topic of this lesson: “Today, we will read a passage about animals around us, explore their living habits, characteristics and the relationship with human beings, and learn how to protect them.” Design Intention: The lead-in link uses multimedia resources such as pictures and videos to create a vivid and intuitive teaching situation, which can quickly attract students' attention and arouse their interest in learning. By asking questions closely related to the topic, students' prior knowledge is activated, their thinking is guided to focus on the theme of “animals around us”, and a good foundation is laid for the smooth development of the subsequent reading teaching. At the same time, it can also cultivate students' oral expression ability and lay a foundation for the subsequent oral practice. Step 2: Pre-reading (Pre-reading) Activity 1: Vocabulary Preview The teacher presents the core vocabulary of this reading passage on the blackboard or courseware, including species, habitat, adapt, survive, conserve, endangered, feature, behavior, etc. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to animals, such as “Pandas are an endangered species in China.” “The habitat of koalas is mainly eucalyptus forests.” Then, the teacher organizes students to read the words aloud in groups of two, corrects their pronunciation and intonation, and asks them to try to make simple sentences with the words according to their own understanding. After that, the teacher checks the students' mastery of the words by asking random questions, such as “What does 'conserve' mean? Can you make a sentence with it?” Activity 2: Predict the Passage The teacher shows the title of the reading passage “Animals Around Us: Our Friends and Neighbors” and the pictures in the passage (such as pictures of different animals and their living environments). Then, the teacher asks students to work in groups of 4 to discuss and predict the main content of the passage. The teacher gives guiding questions: “What do you think the passage will talk about? Will it introduce the characteristics of different animals? Or will it talk about the relationship between animals and humans? Or will it mention the protection of animals?” After 5 minutes of group discussion, each group sends a representative to share their predictions. The teacher writes down the key points of the students' predictions on the blackboard and encourages them to verify their predictions in the subsequent reading process. Design Intention: The vocabulary preview link helps students eliminate the language barriers in reading, master the core vocabulary in advance, and lay a solid foundation for smooth reading. By explaining words combined with example sentences related to the theme, students can better understand and remember the words, and improve their ability to use words flexibly. The prediction activity can stimulate students' thinking, cultivate their ability of logical reasoning and imagination, and make students have a clear reading goal, so as to improve their reading efficiency. At the same time, group discussion can cultivate students' cooperative learning ability and communication ability. Step 3: While-reading (While-reading) Activity 1: Skimming for Main Idea The teacher asks students to read the passage quickly (skimming) and answer the following questions: 1. What is the main idea of the passage? 2. How many parts can the passage be divided into? What is the main content of each part? After students finish reading, the teacher invites several students to answer the questions. Then, the teacher summarizes the main idea of the passage together with the students: The passage introduces the characteristics, living habits of different animals around the world, expounds the close relationship between animals and human beings, and calls on people to protect animals and maintain ecological balance. At the same time, the teacher helps students divide the passage into three parts: the first part (Paragraph 1) introduces the importance of animals to the earth; the second part (Paragraphs 2-5) introduces the characteristics and living habits of different animals in detail; the third part (Paragraph 6) calls on people to protect animals. Activity 2: Scanning for Specific Information The teacher asks students to read the passage again (scanning) and complete the following table. The table includes columns such as Animal, Habitat, Characteristics, and Living Habits. The teacher gives examples first, such as “Giant Panda: Habitat - Sichuan, Shaanxi and Gansu in China; Characteristics - Black and white fur, round face; Living Habits - Feed on bamboo.” Then, students are asked to find relevant information in the passage and fill in the table independently. After students finish filling in, the teacher invites students to present their tables, checks the accuracy of the information, and corrects the wrong information in time. For the information that students find difficult to extract, the teacher gives appropriate prompts, such as guiding students to find key words related to habitat (such as live in, habitat, located in) and characteristics (such as have, be like, feature). Activity 3: Intensive Reading for Details and Inferences The teacher guides students to read the passage carefully paragraph by paragraph, focuses on key sentences and difficult sentences, and helps students understand the details of the passage and make reasonable inferences. For example, in Paragraph 2, the sentence “Some animals have special adaptations to help them survive in harsh environments.” The teacher asks students: “What special adaptations do the animals mentioned in the passage have? Please find them and explain their functions.” Students are asked to find relevant content in the passage, such as camels storing water in their humps to survive in deserts, and Arctic foxes changing their fur color with the seasons to hide from predators. Then, the teacher explains the difficult sentence structure, such as the attributive clause and infinitive structure in the sentence, to help students grasp the meaning of the sentence accurately. In addition, the teacher asks inferential questions, such as “Why does the author say that animals are our friends and neighbors? What can we infer from the passage about the current situation of some animals?” Students are asked to think independently first, then discuss in groups, and finally share their views. The teacher makes comments and supplements to help students deepen their understanding of the passage. Design Intention: The while-reading link is designed according to the principle of “from overall to local, from shallow to deep”, which helps students gradually grasp the content of the passage. Skimming training helps students improve their ability to grasp the main idea quickly; scanning training helps students master the skill of extracting specific information efficiently, which is conducive to improving their reading speed and accuracy. Intensive reading focuses on details and difficult points, helps students solve reading obstacles, understand the deep meaning of the passage, and cultivate their ability of analyzing and inferring. At the same time, the combination of independent reading and group discussion can not only cultivate students' independent thinking ability, but also improve their cooperative learning ability and expression ability. Step 4: Post-reading (Post-reading) Activity 1: Text Retelling The teacher organizes students to retell the passage in groups of 3. Each group member is responsible for retelling one part of the passage (the three parts divided in the skimming link). The teacher gives guiding prompts, such as key words and sentences of each part, to help students retell. Before retelling, students have 5 minutes to prepare in groups. After preparation, each group sends a representative to retell the whole passage. The teacher evaluates the retelling from the aspects of fluency, accuracy and completeness, and gives positive comments and suggestions for improvement. For example, if a student misses key information, the teacher reminds them to supplement; if a student has pronunciation or grammar errors, the teacher corrects them gently. Activity 2: Group Discussion The teacher puts forward the discussion topic: “What should we do to protect endangered animals? What roles can we play as senior high school students in animal protection?” Students are asked to discuss in groups of 4, and each group is required to put forward at least 3 specific suggestions. During the discussion, the teacher walks around the classroom, listens to the students' discussions, and gives appropriate guidance and help when students encounter difficulties. For example, if students have no idea, the teacher can prompt them from the aspects of daily life, publicity and education, and participating in volunteer activities. After 10 minutes of discussion, each group sends a representative to share their discussion results. The teacher writes down the valuable suggestions on the blackboard, summarizes and affirms the students' views, and guides students to establish a sense of responsibility for animal protection. Activity 3: Language Focus Consolidation The teacher combs the key sentence patterns in the passage, such as “It is known that...”, “Animals adapt to... by...”, “We should take measures to...”, and explains their usage and structures. Then, the teacher gives practice tasks: ask students to make sentences with these key sentence patterns, combined with the theme of animal protection. For example, “It is known that giant pandas are an endangered species.” “Animals adapt to their living environments by changing their body characteristics.” “We should take measures to protect the habitats of animals.” Students complete the practice tasks independently, and then the teacher checks the students' sentences, corrects the wrong sentences, and selects excellent sentences to share with the whole class. In addition, the teacher arranges a short translation exercise, which includes several sentences related to the passage, to help students consolidate the vocabulary and sentence patterns they have learned. Design Intention: The post-reading link is designed to consolidate the knowledge learned, improve students' language application ability and deepen their understanding of the theme. Text retelling helps students review the content of the passage, improve their oral expression ability and logical organization ability. Group discussion on animal protection enables students to combine the content of the passage with real life, cultivate their sense of social responsibility and awareness of ecological protection, and realize the infiltration of core literacy. Language focus consolidation helps students master key vocabulary and sentence patterns, improve their ability of language application, and lay a foundation for subsequent writing and oral communication. Step 5: Summary and Extension (Summary and Extension) Activity 1: Lesson Summary The teacher invites students to summarize the content of this lesson independently. Students are asked to talk about what they have learned in this lesson, including core vocabulary, key sentence patterns, reading skills and the theme of animal protection. Then, the teacher makes a comprehensive summary: in this lesson, we read a passage about animals around us, mastered the core vocabulary and key sentence patterns related to animals, learned skimming, scanning and other reading skills, understood the characteristics and living habits of different animals, and realized the importance of protecting animals. The teacher emphasizes that animals are an important part of the earth's ecosystem, and protecting animals is the responsibility of every one of us. Activity 2: Extension Activity The teacher assigns an after-class extension task: ask students to choose an animal they like, collect relevant information (such as its habitat, characteristics, living habits and current protection situation) in English, and write a short passage of 80-100 words. In addition, the teacher recommends students to watch English documentaries about animals, such as “Planet Earth”, to expand their horizons and accumulate more English expressions related to animals. The teacher reminds students to pay attention to the accuracy of the information and the fluency of the writing when completing the task, and will check and evaluate the students' works in the next class. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and improve their ability of induction and summary. The extension activity combines classroom learning with after-class practice, expands students' learning space, cultivates their ability of independent inquiry and information collection, and further deepens their understanding of the theme of animal protection. Watching English documentaries can not only improve students' English listening and reading ability, but also let them understand more about animals and enhance their awareness of ecological protection. Step 6: Homework (Homework) 1. Review the core vocabulary and key sentence patterns learned in this lesson, and recite them fluently. 2. Complete the after-class extension task: write a short passage about the animal you like. 3. Preview the next section of the unit, and find out the new words and difficult sentences by yourself. 4. Discuss with your family members about animal protection and share what you have learned in this lesson with them in English. Design Intention: Homework is an important part of teaching, which can help students consolidate the knowledge learned in class and extend their learning. Reviewing vocabulary and sentence patterns helps students deepen their memory and master the knowledge firmly. Writing a short passage can improve students' writing ability and apply the knowledge learned to practice. Previewing the next section helps students form a good learning habit and lay a foundation for the next class. Discussing with family members can not only practice students' oral expression ability, but also spread the concept of animal protection and realize the educational value of the lesson. 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 $