Unit 5 Geography-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版选择性必修第二册

Unit 5 Geography-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Competence: Enable students to master geography-related vocabulary and sentence structures, improve abilities in skimming, scanning and intensive reading to understand the theme, details and logical structure of the reading text. Cultural Awareness: Help students understand the geographical characteristics and cultural connotations of different regions, cultivate respect for cultural diversity and a global perspective. Thinking Quality: Guide students to analyze geographical phenomena, explore the relationships between geographical elements and develop logical thinking, critical thinking and divergent thinking. Learning Ability: Help students master effective reading strategies, develop the habit of independent learning and cooperative inquiry, and enhance the ability to solve problems in learning. 教学重难点 Key Points: Master core vocabulary (e.g., terrain, climate, vegetation, geography feature) and difficult sentence structures in the reading text; grasp the main idea and key details of the text; master basic reading strategies such as skimming and scanning. Difficult Points: Understand the logical connection between geographical elements (terrain, climate, human activities) in the text; accurately express geographical-related views in English; apply reading strategies flexibly to solve complex reading problems. 教学过程 Pre-reading: Lead-in and Preview Review Activity 1: Geography Theme Lead-in The teacher shows pictures and short videos of typical geographical landscapes around the world, such as the Himalayas, the Amazon Rainforest, the Sahara Desert and the Great Barrier Reef. Then the teacher asks questions in English: “What do you see in these pictures? What geographical features do they have? How do you think these geographical features are formed?” Guide students to discuss freely in pairs. After the discussion, invite 2-3 groups to share their views. During the sharing process, the teacher appropriately supplements and corrects students’ English expressions, and naturally leads to the theme of this lesson—Geography, and introduces that the reading text will focus on the geographical characteristics of a certain region and the relationship between geographical elements. Design Intention: The use of intuitive audio-visual materials can quickly attract students’ attention, arouse their interest in geography and English learning. Pair discussion provides students with opportunities to express themselves in English, helps them activate existing geographical knowledge and English vocabulary related to geography, lays a foundation for the smooth development of subsequent reading activities, and also cultivates students’ cooperative learning ability and oral expression ability. Activity 2: Preview Review The teacher checks students’ preview results by asking questions: “What new words and phrases have you learned in the preview? Can you read them correctly and explain their meanings?” Invite students to read the core vocabulary (terrain, climate, vegetation, altitude, latitude, coastal, inland, diverse, abundant) one by one, and correct their pronunciation and intonation. Then, the teacher presents simple sentences with these words, such as “The terrain of this region is mainly mountainous.” “The climate here is warm and rainy all year round.”, and asks students to translate them into Chinese and make new sentences by themselves. For students who have difficulties in making sentences, the teacher gives appropriate hints and guidance. Design Intention: Preview review helps students consolidate the new words and phrases they have learned, ensure that they can understand the basic vocabulary in the reading text, reduce reading obstacles, and lay a solid language foundation for intensive reading. At the same time, sentence-making practice enables students to initially master the usage of new words and phrases, improves their language application ability, and also checks the effect of students’ independent preview, cultivating their learning ability. While-reading: Layered Reading and Comprehension Activity 1: Skimming for Main Idea The teacher asks students to read the entire text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. Which region’s geographical characteristics does the text mainly introduce? After students finish reading, ask them to answer the questions independently. Then, organize the whole class to check the answers. The teacher summarizes and clarifies that the main topic of the text is the relationship between geographical elements and regional development, and the text mainly takes a certain coastal region as an example to introduce its terrain, climate, vegetation and other geographical characteristics, as well as the impact of these characteristics on human activities. Design Intention: Skimming is a basic reading strategy. Through this activity, students can quickly grasp the main idea of the text, form an overall understanding of the text, avoid getting lost in details, and cultivate their ability to extract key information quickly. At the same time, independent answering and whole-class checking can help the teacher understand students’ initial reading effect and adjust the subsequent teaching progress and methods in time. Activity 2: Scanning for Key Details The teacher divides students into 4 groups, and assigns different tasks to each group. Group 1: Find out the terrain characteristics of the region described in the text and the specific performance. Group 2: Find out the climate type of the region and its characteristics (temperature, precipitation). Group 3: Find out the main vegetation types of the region and the reasons for their formation. Group 4: Find out the impact of the region’s geographical characteristics on human activities (agriculture, industry, transportation). Students read the text carefully (scanning) in groups, find relevant information, and record it in the form of notes. After the group discussion, each group sends a representative to report the results, and other groups can supplement and question. The teacher comments on the reporting results, sorts out the key details, and writes them on the blackboard or courseware to help students sort out the information systematically. Design Intention: Scanning training helps students accurately find specific information in the text, improve their ability to extract details. Group cooperation enables students to exchange and discuss, complement each other’s advantages, improve the efficiency of information collection and sorting, and cultivate their cooperative learning ability and communication ability. Assigning different tasks to each group can make each student participate in the activity, avoid the phenomenon of some students being left out, and ensure the comprehensiveness of information extraction. Activity 3: Intensive Reading for Logical Structure and Difficult Sentences Logical Structure Analysis: The teacher guides students to read the text again intensively, and asks them to analyze the logical structure of the text. The teacher can prompt: “How is the text organized? Does it introduce the geographical characteristics first and then the impact, or does it combine them?” Students discuss in groups and summarize the logical structure of the text: The text first introduces the location of the region, then respectively introduces its terrain, climate and vegetation characteristics, and finally explains the impact of these geographical characteristics on human activities, which is a “general-introduction and specific-explanation” structure. The teacher uses a mind map to show the logical structure of the text, helping students clarify the connection between each part of the text. Difficult Sentences Explanation: The teacher sorts out the difficult sentences in the text in advance, such as “The unique terrain and climate of this region have created a diverse vegetation landscape, which in turn provides a good living environment for a variety of animals.” “Due to its coastal location, the region has developed a prosperous maritime transportation industry, which promotes the development of foreign trade.” The teacher explains the structure of these sentences (such as attributive clauses, adverbial clauses), the meaning of key words, and the translation skills. Then, ask students to read the difficult sentences aloud, and invite some students to parse the sentences independently to check their understanding. For students who still have difficulties, the teacher gives one-on-one guidance. Design Intention: Intensive reading helps students deeply understand the text, grasp the logical connection between each part, and improve their ability to analyze and understand complex texts. The analysis of logical structure helps students form a systematic understanding of the text, cultivate their logical thinking ability. The explanation and practice of difficult sentences can help students break through language difficulties, master complex sentence structures, improve their ability to understand and use English, and lay a foundation for subsequent language application. Post-reading: Consolidation, Application and Expansion Activity 1: Text Retelling The teacher shows the mind map of the text’s logical structure and key vocabulary, and asks students to retell the text in their own words. First, let students practice retelling in pairs, and then invite 2-3 students to retell the text in front of the whole class. The teacher evaluates students’ retelling from the aspects of content completeness, language fluency and accuracy, and gives positive comments and suggestions for improvement. For example, if a student misses a key detail, the teacher can prompt them to supplement it; if there are errors in grammar or vocabulary, the teacher can correct them gently. Design Intention: Text retelling is an effective way to consolidate reading results. It can help students review the main content and key details of the text, improve their ability to organize language and express in English. Pair practice can reduce students’ pressure to express in public, and public retelling can exercise students’ oral expression ability and confidence. The teacher’s evaluation and guidance can help students find their own shortcomings and improve their language expression ability. Activity 2: Group Discussion on Theme Expansion The teacher puts forward the discussion topic: “Combined with the geographical characteristics introduced in the text, what other impacts do you think geographical factors have on human life and social development? Can you give examples in combination with the geographical conditions of our country?” Students discuss in groups of 4-5, and record the discussion results. After the discussion, each group sends a representative to share their views. The teacher guides students to think deeply, such as the impact of geographical factors on customs, culture, architectural style, etc., and supplements relevant examples to help students expand their thinking. For example, the teacher can mention that the northern region of China has a cold climate, so the traditional houses are mostly thick-walled and small-windowed to keep warm; the southern region has a warm and rainy climate, so the traditional houses are mostly stilted buildings to prevent moisture. Design Intention: Theme expansion discussion connects the text content with real life and students’ existing knowledge, helps students deepen their understanding of the theme of the text, and realizes the transfer and application of knowledge. Group discussion can stimulate students’ thinking, cultivate their divergent thinking and critical thinking ability. At the same time, combining with the geographical conditions of our country can enhance students’ sense of identity and pride in their own culture, and cultivate their cultural awareness and global perspective. Activity 3: Language Application Practice The teacher designs two language application tasks for students to complete independently: 1. Fill in the blanks with the core vocabulary and phrases learned in the lesson. The blanks are closely related to the text content, such as “The ______ of this region is mainly plain, which is suitable for farming.” “The ______ here is hot and dry in summer, cool and rainy in winter.” 2. Write a short paragraph (about 80-100 words) to introduce the geographical characteristics of a region you are familiar with (such as your hometown), using the vocabulary and sentence structures learned in the lesson. After students finish, the teacher collects some students’ works, comments on them in class, affirms the advantages, and points out the problems and improvement methods. For students with excellent works, the teacher can display them to set an example for other students. Design Intention: Vocabulary filling practice helps students consolidate the usage of core vocabulary and phrases, and improve their ability to use vocabulary in context. Short paragraph writing is a comprehensive application of reading and writing skills, which can help students transfer the language knowledge and expression methods learned in the lesson to their own writing, improve their writing ability. The teacher’s comment and display can stimulate students’ learning motivation, help them find their own shortcomings, and improve their language application ability. Summary and Homework Activity 1: Lesson Summary The teacher invites students to summarize the content of this lesson independently, including the core vocabulary, key details of the text, reading strategies and the relationship between geographical elements. Then, the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, and sorting out the learning context of this lesson: preview new words → skimming for main idea → scanning for details → intensive reading for logical structure and difficult sentences → consolidation and application. At the same time, the teacher encourages students to reflect on their own learning process, summarize their gains and shortcomings, and put forward improvement methods. Design Intention: Lesson summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and improve their ability to summarize and sort out knowledge. Encouraging students to reflect on their own learning process can help them cultivate the habit of self-reflection, improve their learning ability, and lay a foundation for subsequent independent learning. Activity 2: Homework Arrangement Basic Homework: Review the core vocabulary and difficult sentences of this lesson, and recite the key paragraphs of the text. Consolidation Homework: Complete the reading exercises related to the text, and check and consolidate the reading strategies and language knowledge learned. Expansion Homework: Collect English materials about the geographical characteristics of a foreign country, read them carefully, and write a short reading report (about 150 words) to introduce the geographical characteristics of the country and the impact of geographical factors on its development. The report should use the vocabulary and sentence structures learned in the lesson. Design Intention: The arrangement of hierarchical homework meets the learning needs of different students. Basic homework helps students consolidate the knowledge learned in class; consolidation homework helps students further master reading strategies and language knowledge; expansion homework expands students’ horizons, cultivates their ability to collect and process information, and improves their independent learning ability and cross-cultural awareness. At the same time, the expansion homework connects classroom learning with extracurricular learning, realizing the continuity and extensibility of learning. 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 $