Challenging Yourself B-Utilising Resources 教案-2025-2026学年高中英语重大版必修第二册

Challenging Yourself B-Utilising Resources 教学目标和重难点 教学目标 This lesson focuses on cultivating students’ four-dimensional core literacy based on the theme of “Utilising Resources”. Language Ability is developed by guiding students to master core vocabularies (e.g., utilise, resource, efficient) and sentence patterns related to resource utilisation, enabling them to express views on resource management in English. Cultural Awareness is fostered by comparing resource utilisation habits in different countries, helping students understand the global significance of rational resource use. Thinking Quality is improved through analyzing cases of effective and ineffective resource use, encouraging critical thinking and problem-solving. Learning Ability is enhanced by guiding students to explore learning methods independently, cooperate in groups, and apply what they have learned to real-life scenarios, laying a foundation for lifelong learning. 教学重难点 Key Points: Master the core vocabularies and phrases about resource utilisation, such as utilise, conserve, renewable resources, and make full use of; understand the main idea and key details of the text, including the importance of resource utilisation and practical methods; be able to express personal views on resource conservation and utilisation in simple English. Difficult Points: Correctly use the key vocabularies and sentence patterns in practical communication and writing; deeply understand the connotation of rational resource utilisation and its long-term significance for society and the environment; cultivate the ability to analyze and solve practical problems related to resource utilisation independently. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures and short videos about different types of resources (e.g., water, electricity, natural gas, renewable resources like solar energy and wind energy) and asks students the following questions: “What resources do we use in our daily life? How do we use them? Do you think we are using these resources in a proper way?” Then, the teacher invites several students to share their answers in English. After that, the teacher summarizes students’ opinions and introduces the topic of the lesson—“Utilising Resources”, explaining that this lesson will help them learn how to utilise resources efficiently and understand the importance of resource conservation. Design Intent: The lead-in links the lesson content with students’ daily life, which can quickly activate their prior knowledge about resources and arouse their interest in the topic. By asking open-ended questions, the teacher encourages students to think actively and express themselves in English, laying a good foundation for the subsequent teaching links. Meanwhile, the short videos and pictures can make abstract resource concepts more intuitive, helping students better understand the theme of the lesson. Pre-reading: Preview Vocabularies and Predict Text Content First, the teacher presents the core vocabularies and phrases of the lesson on the screen, including utilise, resource, conserve, renewable, efficient, make full use of, take measures to, in addition, etc. For each vocabulary and phrase, the teacher provides simple definitions, example sentences and pronunciation guidance, and asks students to read after the teacher to ensure they master the correct pronunciation and basic meaning. Then, the teacher shows the title of the text “Utilising Resources Wisely” and asks students to predict the main content of the text based on the title and the vocabularies they have just learned. Students can discuss in pairs for a while, and then the teacher invites some pairs to share their predictions, such as “The text may talk about the importance of utilising resources wisely” or “It may introduce some methods to utilise resources efficiently”. Design Intent: Previewing vocabularies before reading helps students remove language barriers in the subsequent reading process, enabling them to focus more on understanding the text content. Predicting the text content can stimulate students’ reading motivation and cultivate their ability to infer and predict, which is an important part of improving their reading ability. Pair discussion also provides students with more opportunities to practice oral English and exchange ideas. While-reading: Comprehend the Text and Improve Reading Ability This link is divided into three steps: fast reading, careful reading and deep reading, to help students understand the text from shallow to deep. First, fast reading: The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. How many parts can the text be divided into, and what is the main content of each part? After students finish reading, the teacher checks their answers. The main idea of the text is to introduce the importance of utilising resources wisely and some practical methods to achieve efficient resource utilisation. The text can be divided into three parts: the first part (Paragraph 1) introduces the importance of resources and the problem of unreasonable resource utilisation; the second part (Paragraphs 2-4) introduces specific methods of utilising resources wisely, including saving energy, reusing resources and developing renewable resources; the third part (Paragraph 5) calls on everyone to take action to utilise resources wisely. Second, careful reading: The teacher asks students to read the text carefully and complete the following tasks: 1. Underline the key sentences in each paragraph; 2. Answer the detailed questions: Why is it important to utilise resources wisely? What are the specific methods of utilising resources wisely mentioned in the text? What can we do as students to utilise resources wisely? After students finish the tasks, the teacher organizes the whole class to check the answers, explains the difficult sentences in the text in detail, and helps students clarify the logical structure of the text. Third, deep reading: The teacher guides students to analyze the text deeply. For example, the teacher asks: “What is the author’s attitude towards unreasonable resource utilisation? How does the author support his point of view in the text?” Students can discuss in groups, and then share their opinions. The teacher summarizes that the author holds a critical attitude towards unreasonable resource utilisation and supports his point of view by listing specific examples and practical methods. In addition, the teacher guides students to think about the rhetorical devices used in the text, such as exemplification and persuasion, and helps them understand how these rhetorical devices make the text more convincing. Design Intent: Fast reading helps students grasp the main idea of the text quickly and improve their skimming ability. Careful reading enables students to understand the key details of the text and master the core content of the lesson. Deep reading guides students to think critically, analyze the author’s attitude and rhetorical devices, which is conducive to improving their thinking quality and reading comprehension ability. Group discussion in the deep reading link also cultivates students’ cooperative learning ability and communication ability. While-speaking: Practice Oral English and Apply Knowledge After reading the text, the teacher organizes oral practice activities to help students apply the vocabularies and sentence patterns they have learned to oral communication. The first activity is group discussion: the teacher divides students into groups of 4-5, and asks them to discuss the topic “How can we utilise resources wisely in our school life?” Each group needs to put forward at least 3 specific suggestions, and use the vocabularies and sentence patterns learned in the lesson, such as “We should make full use of...”, “We can take measures to...”, “It is important to conserve...”. During the discussion, the teacher walks around the classroom, provides guidance for students who have difficulties in expression, and corrects their mistakes in pronunciation and grammar. The second activity is presentation: each group selects a representative to present their discussion results to the whole class. After each presentation, the teacher and other students can ask questions or give comments, such as “Do you think your suggestion is practical? Why?” This not only helps students improve their oral expression ability, but also enables them to learn from each other and enrich their ideas. In addition, the teacher designs a debate activity for students with higher English level: divide students into two groups, one group holds the view that “Technology is the key to solving resource problems”, and the other group holds the view that “People’s awareness of resource conservation is the key to solving resource problems”. Each group needs to put forward arguments to support their own views and refute the opposite view. The teacher acts as the host and judge, and summarizes the debate after it ends. Design Intent: Oral practice activities are designed to help students apply the knowledge they have learned to practical communication, improving their oral English ability. Group discussion and presentation cultivate students’ cooperative learning ability and expression ability. The debate activity not only challenges students’ thinking ability and oral expression ability, but also deepens their understanding of the theme of resource utilisation, which is conducive to the cultivation of their critical thinking quality. While-writing: Consolidate Knowledge and Improve Writing Ability On the basis of oral practice, the teacher guides students to carry out writing practice. The writing task is to write a short passage (about 100-120 words) with the title “My Suggestions on Utilising Resources Wisely”. Before writing, the teacher reminds students to pay attention to the following points: 1. Use the vocabularies and sentence patterns learned in the lesson; 2. Clarify the structure of the passage (beginning: the importance of resource utilisation; middle: specific suggestions; ending: call on everyone to take action); 3. Ensure the logic is clear and the language is correct. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out their ideas, correct grammar mistakes, and improve the expression of sentences. After students finish writing, the teacher collects some typical compositions (including excellent ones and those with common mistakes), displays them on the screen, and comments on them with the whole class. For excellent compositions, the teacher affirms the advantages, such as correct use of vocabularies and clear logic; for compositions with mistakes, the teacher points out the mistakes and teaches students how to correct them, helping students avoid similar mistakes in the future. In addition, the teacher encourages students to exchange their compositions with their deskmates, read and revise each other’s compositions, which not only helps students find their own mistakes, but also enables them to learn from each other’s advantages and improve their writing ability. Design Intent: Writing practice is an important way to consolidate the knowledge learned and improve students’ written expression ability. By setting a practical writing task closely related to the lesson theme, students can apply the vocabularies and sentence patterns they have learned to writing, achieving the goal of integrating listening, speaking, reading and writing. Teacher’s comments and peer revision help students find their own shortcomings and improve their writing level continuously. Summary and Extension: Consolidate Knowledge and Expand Vision First, summary: The teacher invites students to summarize the key content of the lesson, including the core vocabularies, the main idea of the text, and the methods of utilising resources wisely. Then, the teacher makes a supplement and summary, emphasizing the importance of utilising resources wisely and the responsibility of each student in resource conservation. The teacher also reviews the four-dimensional core literacy goals of the lesson, helping students clarify what they have learned and improved in this lesson. Second, extension: The teacher introduces some global issues related to resource utilisation, such as the shortage of water resources, the exhaustion of non-renewable resources, and the measures taken by various countries to utilise resources wisely. The teacher also recommends some English materials related to resource conservation for students to read after class, such as English news reports, short articles and videos, encouraging students to learn more about resource issues and expand their vision. In addition, the teacher assigns an after-class task: ask students to observe the resource utilisation situation around their homes or communities, write a short report (in English) about the existing problems and put forward corresponding suggestions. Design Intent: The summary link helps students sort out the knowledge they have learned in the lesson, consolidate the key content, and form a systematic knowledge framework. The extension link connects the lesson content with global issues, helping students establish a global perspective and enhance their sense of social responsibility. The after-class task enables students to apply the knowledge they have learned to real life, further improving their learning ability and practical ability. Evaluation and Feedback: Understand Learning Effect and Adjust Teaching The evaluation in this lesson is comprehensive and process-oriented, including formative evaluation and summative evaluation. Formative evaluation is carried out in each teaching link: in the lead-in and pre-reading links, the teacher evaluates students’ participation and performance in answering questions and discussing; in the while-reading link, the teacher evaluates students’ reading ability and understanding of the text through checking their answers to reading questions; in the while-speaking and while-writing links, the teacher evaluates students’ oral expression ability and writing ability through observing their performance and reviewing their compositions. Summative evaluation is carried out at the end of the lesson, mainly through the after-class task to evaluate students’ ability to apply the knowledge they have learned to real life. After the class, the teacher collects students’ after-class tasks and compositions, sorts out the common problems and difficulties of students, such as the incorrect use of certain vocabularies and sentence patterns, the unclear logic of writing, etc., and adjusts the teaching plan according to these problems, so as to better meet the learning needs of students and improve the teaching effect. Design Intent: Comprehensive and process-oriented evaluation helps the teacher timely understand students’ learning effect and master their learning difficulties, which is conducive to adjusting the teaching plan and improving the teaching quality. At the same time, evaluation can also help students understand their own advantages and shortcomings, stimulate their learning motivation, and promote their continuous progress. 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 $