Unit 5 Humankind and Nature-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版选择性必修第四册

Unit 5 Humankind and Nature-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Competence: Enable students to master key words and complex sentences related to humankind and nature, and improve their abilities to understand, analyze and express the theme of the text in English. Cultural Awareness: Guide students to understand the relationship between humankind and nature in different cultural contexts, cultivate their awareness of environmental protection and respect for nature. Thinking Quality: Train students’ logical thinking through sorting out the text structure, and develop their critical thinking by discussing the balance between human development and nature protection. Learning Ability: Help students master effective reading strategies such as skimming and scanning, and cultivate their ability of independent learning and cooperative inquiry. 教学重难点 Key Points: Master the key vocabulary (e.g., preserve, in advance, come to life, get close to) and phrases related to environmental protection and the relationship between humankind and nature; understand the main idea, structure and logical context of the reading text. Difficult Points: Analyze the complex sentences in the text and grasp their logical meaning; correctly understand the deep connotation of the text and put forward reasonable views on the coordinated development of humankind and nature. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing a series of pictures and short video clips. The pictures include beautiful natural scenery (such as lush forests, clear lakes, and diverse wildlife) and scenes of environmental damage (such as deforestation, water pollution, and the extinction of rare animals). The video clip is a 2-minute English short film that briefly shows the changes of the earth’s environment and the interaction between humankind and nature. After playing the video, the teacher asks the following questions in English: “What do you see in the pictures and video?”, “How do you feel about these scenes?”, “What is the relationship between humankind and nature in your opinion?” Then, the teacher invites 3-4 students to share their answers. During the sharing process, the teacher guides students to use simple English expressions and timely supplements key words related to the theme, such as “environmental protection”, “deforestation”, “pollution”, “coexistence” and so on. Finally, the teacher summarizes the students’ answers and leads to the topic of this lesson: “Today we will read a text about the relationship between humankind and nature, and explore how we can achieve harmonious coexistence with nature.” Design Intention: The combination of pictures and video clips can visually stimulate students’ senses, arouse their interest in the topic and attract their attention quickly. The simple and practical questions can lower the threshold of students’ expression, encourage them to actively participate in classroom interaction, and lay a foundation for the subsequent reading link. Meanwhile, supplementing key vocabulary in advance helps students reduce language obstacles in the process of reading, which is in line with the teaching concept of integrating language knowledge into theme exploration. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases of this lesson on the screen, including verbs (preserve, conserve, damage, recover), nouns (environment, ecosystem, resource, disaster), adjectives (abundant, fragile, sustainable), and phrases (preserve...from..., in advance, come to life, get close to). For each word and phrase, the teacher provides accurate English definitions and simple example sentences related to the theme of humankind and nature, and guides students to read aloud twice to help them master the pronunciation and basic usage. For example, when explaining “preserve...from...”, the teacher gives the example sentence “We must preserve our forests from being cut down to protect the ecosystem.” Then, the teacher briefly introduces the background of the text in English: “The text we are going to read today mainly discusses the challenges brought by human activities to nature, as well as the measures that human beings should take to protect nature and achieve sustainable development. It involves the concepts of ecological balance and environmental protection, which are closely related to our daily life.” At the same time, the teacher asks students to predict the main content of the text according to the title “Humankind and Nature” and the key vocabulary they have just learned, and write down their predictions on the exercise books. After that, the teacher invites several students to share their predictions and encourages other students to supplement. Design Intention: Previewing key vocabulary and phrases before reading can help students break through the language barriers in the text, improve their reading speed and comprehension ability, which is the basis for effective reading. Introducing the text background helps students understand the context of the text and lay a foundation for in-depth reading. Predicting the main content of the text can stimulate students’ reading motivation, cultivate their ability of logical reasoning, and make their reading more targeted, which is in line with the requirement of cultivating students’ learning ability. Step 3: While-reading (In-depth Reading and Skill Training) This link is divided into three parts: skimming, scanning and intensive reading, which are carried out step by step to help students understand the text from shallow to deep. Skimming (Get the Main Idea) The teacher asks students to read the text quickly (skimming) and answer the following two questions: 1. What is the main topic of the text? 2. What is the author’s attitude towards the relationship between humankind and nature? (supportive, critical, or neutral?) After students finish reading, the teacher organizes a class discussion. First, invite students to answer the questions one by one. Then, the teacher summarizes: “The main topic of the text is the relationship between humankind and nature, focusing on the impact of human activities on nature and the importance of environmental protection. The author holds a critical attitude towards the damage caused by human beings to nature and advocates that human beings should take measures to protect nature and achieve harmonious coexistence.” At the same time, the teacher guides students to find the topic sentence of each paragraph and sort out the overall structure of the text: Introduction (putting forward the topic of the relationship between humankind and nature) — Body (analyzing the negative impact of human activities on nature and the necessity of protection) — Conclusion (putting forward suggestions on harmonious coexistence between humankind and nature). Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea and overall structure of the text, cultivate their ability of grasping key information, and lay a foundation for in-depth reading. The design of questions guides students to read with goals, avoiding aimless reading, which helps improve reading efficiency. Sorting out the text structure can train students’ logical thinking ability, which is an important part of cultivating students’ thinking quality. Scanning (Find Specific Information) The teacher asks students to read the text again (scanning) and complete the following information form. The form includes four columns: “Human Activities”, “Impact on Nature”, “Reasons for the Impact” and “Proposed Measures”. Students need to find relevant information from the text and fill in the form accurately. During the reading process, the teacher walks around the classroom, observes students’ reading status, and provides timely guidance for students who have difficulties in finding information, such as reminding them of the key words and sentence patterns related to the form. After students finish filling in the form, the teacher invites 2-3 students to show their forms on the screen, and corrects and supplements them together with the whole class. For example, for “Human Activities”, students may find “deforestation”, “overfishing”, “industrial pollution” and other contents; for “Impact on Nature”, they may find “destruction of ecosystem”, “extinction of wildlife”, “water and air pollution” and so on. The teacher emphasizes the key information and guides students to master the method of finding specific information quickly through scanning. Design Intention: Scanning is a practical reading strategy that helps students find specific information quickly in a short time, which is very important for improving students’ reading ability. The design of the information form makes students’ reading more targeted, and helps them sort out the key details of the text systematically. In the process of correcting and supplementing, the teacher can further strengthen students’ understanding of the text content, and at the same time find out the problems existing in students’ reading, so as to carry out targeted guidance. Intensive Reading (Analyze Details and Deep Connotation) On the basis of skimming and scanning, the teacher guides students to carry out intensive reading, focusing on analyzing the key sentences, logical relationships and deep connotation of the text. First, the teacher presents several key complex sentences on the screen, such as: “With the rapid development of industry and agriculture, human beings have been overusing natural resources and causing great damage to the environment.” “Only by taking effective measures to protect nature can we ensure the sustainable development of human society.” For each complex sentence, the teacher guides students to analyze its structure (such as attributive clauses, adverbial clauses, inverted sentences), explain the meaning of difficult words and phrases in the sentence, and help students understand the logical relationship between sentences. For example, when analyzing the inverted sentence “Only by taking effective measures... can we...”, the teacher explains the usage of “only + adverbial clause” leading to inverted sentences, and lets students imitate the sentence structure to make sentences, so as to master the usage of the sentence pattern. Then, the teacher puts forward some in-depth questions to guide students to think and discuss: 1. Why do human activities cause great damage to nature? 2. What are the key measures mentioned in the text to protect nature? Do you think these measures are practical? 3. What can we do as senior high school students to protect nature in our daily life? The teacher divides students into groups of 4-5, and asks them to discuss these questions in groups. During the discussion, the teacher walks around each group, listens to students’ discussions, and guides them to express their views in English, corrects their incorrect expressions, and encourages them to put forward their own opinions. After the group discussion, the teacher organizes the class to share. Each group sends a representative to express the group’s views, and other groups can supplement or put forward different opinions. The teacher summarizes the students’ views, emphasizes the deep connotation of the text: “Humankind and nature are interdependent. Only by respecting nature, protecting nature and using natural resources rationally can we achieve sustainable development. Environmental protection is the responsibility of every person.” Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. Analyzing complex sentences helps students break through the difficult points of language, master the usage of key sentence patterns, and improve their language competence. The design of in-depth questions guides students to think beyond the surface of the text, explore the deep connotation of the text, and cultivate their critical thinking and logical thinking ability. Group discussion can stimulate students’ learning enthusiasm, cultivate their cooperative learning ability and oral expression ability, which is conducive to the development of students’ learning ability and thinking quality. Step 4: Post-reading (Consolidation and Extension) This link is divided into two parts: language consolidation and theme extension, to help students consolidate the knowledge they have learned and apply it to practice. Language Consolidation First, the teacher arranges a vocabulary exercise: ask students to fill in the blanks with the key words and phrases learned in this lesson. The sentences of the exercise are closely related to the theme of the text, such as: 1. We should take measures to ______ the environment from being polluted. (preserve) 2. You should inform us of your plan ______ so that we can make preparations. (in advance) 3. The forest ______ after the rain, with birds singing everywhere. (came to life) After students finish the exercise, the teacher checks the answers together with the whole class, and explains the mistakes that students are likely to make. Then, the teacher arranges a sentence-making exercise: ask students to make sentences with the key words and phrases (such as preserve...from..., in advance, get close to) and the key sentence patterns (such as inverted sentences) learned in this lesson. Each student makes 3-5 sentences, and then exchanges their sentences with their deskmates to check and correct each other. The teacher invites several students to share their sentences and comments on them, affirming the correct sentences and correcting the incorrect ones. Design Intention: Vocabulary and sentence-making exercises help students consolidate the language knowledge learned in this lesson, and convert the input knowledge into output ability, which is conducive to improving students’ language competence. Exchanging and checking with deskmates can cultivate students’ cooperative learning ability and self-correction ability, and enhance their sense of participation in learning. Theme Extension First, the teacher plays a short English report about global environmental protection, which introduces the latest achievements and challenges of global environmental protection. After playing the report, the teacher asks students to discuss the following question in groups: “What are the current challenges of global environmental protection? What measures can we take to solve these challenges?” Then, the teacher assigns a small task: ask students to write a short English passage (80-100 words) titled “My Contribution to Environmental Protection”, which requires students to combine the text content and their own daily life, and put forward specific ways to protect the environment. During the writing process, the teacher provides timely guidance for students who have difficulties in writing, such as helping them sort out their ideas and supplement key words and sentences. After students finish writing, the teacher invites several students to read their passages aloud, and comments on them from the aspects of content, language and structure, affirming their advantages and putting forward suggestions for improvement. Finally, the teacher summarizes: “Environmental protection is not a slogan, but a concrete action. Every small action we take in daily life can contribute to protecting nature. We should establish the awareness of environmental protection and strive to be the protectors of nature.” Design Intention: Playing the English report about global environmental protection can expand students’ horizons, let them understand the latest situation of global environmental protection, and deepen their understanding of the theme of the text. The discussion and writing tasks can guide students to connect the text content with real life, apply the knowledge they have learned to practice, and cultivate their ability of language expression and practical application. At the same time, it can strengthen students’ awareness of environmental protection and sense of responsibility, and cultivate their cultural awareness and correct values. Step 5: Summary and Homework Summary The teacher invites students to summarize the content of this lesson independently. First, ask 2-3 students to share their summaries, including the main idea of the text, key vocabulary and phrases, and their own understanding of the theme. Then, the teacher makes a comprehensive summary: “In this lesson, we have read a text about the relationship between humankind and nature, mastered the key vocabulary and phrases related to environmental protection, and learned the reading strategies of skimming, scanning and intensive reading. We also discussed the importance of environmental protection and the ways to protect nature. It is hoped that everyone can keep in mind the concept of harmonious coexistence between humankind and nature and take action to protect our home.” Design Intention: Letting students summarize independently can help them sort out the knowledge they have learned in this lesson, strengthen their memory and understanding, and cultivate their ability of induction and summary. The teacher’s comprehensive summary can further consolidate the key points of the lesson and enhance students’ understanding of the theme, which is conducive to the formation of a systematic knowledge system. Homework 1. Review the key vocabulary and phrases learned in this lesson, and recite them; copy the key complex sentences and analyze their structures. 2. Polish the short passage “My Contribution to Environmental Protection” written in class and hand it in the next class. 3. Search for English materials about environmental protection after class (such as news reports, short articles), read them and take notes, and share them in the next class. 4. Discuss with family members about the ways to protect the environment in daily life, and write a short English report about the discussion (100-120 words). Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the learning content, and connect classroom learning with after-class learning and real life. Reviewing and copying help students consolidate language knowledge; polishing the passage helps improve their writing ability; searching for English materials helps expand their reading scope and improve their autonomous learning ability; discussing with family members and writing a report helps students apply the knowledge they have learned to real life, and further strengthen their awareness of environmental protection, which comprehensively promotes the development of students’ four-dimensional core literacy. 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 $