Unit 6 A Greener Earth-Reading Actively 教案-2025-2026学年高中英语重大版必修第二册

Unit 6 A Greener Earth-Reading Actively 教学目标和重难点 教学目标 This reading lesson focuses on the theme of environmental protection, aiming to develop students’ four-dimensional core literacy. Language competence is cultivated by guiding students to master environmental vocabulary, understand the structure of expository texts and use complex sentences to express environmental views. Cultural awareness is enhanced by helping students realize the global nature of environmental protection and respect the environmental concepts of different cultures. Thinking quality is developed through guiding students to analyze environmental problems, judge different viewpoints and put forward practical solutions. Learning ability is improved by encouraging students to use reading strategies independently, cooperate with peers and reflect on their own learning process, laying a foundation for lifelong learning. 教学重难点 Key points include mastering core environmental vocabulary (such as pollution, recycle, conserve, ecosystem) and phrases, understanding the logical structure of the reading text (putting forward problems - analyzing causes - proposing solutions), and grasping the author’s attitude and writing purpose. Difficult points lie in understanding long and difficult sentences in the text and accurately inferring the implied meaning of the context; using the learned vocabulary and sentence patterns to express personal views on environmental protection fluently; and establishing a correct environmental awareness and transforming it into practical actions, which requires teachers to guide students to combine text learning with real life. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing students a set of contrastive pictures: one is a vibrant scene with blue sky, green grass and clear rivers, and the other is a polluted scene with gray sky, dirty water and piles of garbage. Then the teacher asks two open-ended questions: “What do you feel when you look at these two pictures?” and “What environmental problems have you seen in our daily life?”. After students express their opinions freely, the teacher further guides: “Today, we will read an article about environmental protection, which will tell us how to build a greener earth and what we can do for our planet.” Design Intention: The contrastive pictures can quickly attract students’ attention and arouse their emotional resonance, making them realize the urgency of environmental protection. The open-ended questions activate students’ prior knowledge and life experience, help them connect the theme of the unit with real life, and lay a good foundation for the follow-up reading. At the same time, it creates a relaxed and interactive classroom atmosphere, encouraging students to actively participate in classroom activities. Step 2: Pre-reading (Vocabulary Preview and Strategy Guidance) First, the teacher presents the core vocabulary of the reading text on the blackboard or multimedia, including nouns (pollution, waste, ecosystem, carbon footprint), verbs (recycle, reuse, reduce, conserve), adjectives (harmful, sustainable, environmental) and phrases (take action, make a difference, contribute to, protect...from...). For each word and phrase, the teacher does not simply explain the meaning, but combines simple sentences and real-life examples to help students understand and memorize. For example, when explaining “recycle”, the teacher says: “We can recycle plastic bottles, paper and glass to reduce waste. Do you recycle things in your daily life?” Then, the teacher introduces the reading strategy for this lesson - skimming and scanning. The teacher explains: “Skimming is to read quickly to get the main idea of the text, and scanning is to read quickly to find specific information. Today, we will use these two strategies to read the article efficiently.” The teacher also demonstrates the basic methods of skimming (paying attention to the title, subtitle, first and last paragraphs of the text) and scanning (locating key words and phrases). Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary can help students avoid obstacles in understanding the text and improve reading efficiency. Combining examples with vocabulary teaching makes the vocabulary more vivid and easy to remember, and also connects vocabulary learning with real life. Introducing reading strategies can help students master scientific reading methods, cultivate their independent reading ability, and lay a foundation for their lifelong learning. Step 3: While-reading (Layered Reading and Comprehension) Activity 1: Skimming to Get the Main Idea The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. What is the author’s main attitude towards environmental protection? After students finish reading, they are invited to share their answers. The teacher summarizes and supplements: The main topic of the text is the current environmental problems and solutions to build a greener earth, and the author holds a positive and active attitude, calling on everyone to take action to protect the environment. Design Intention: Skimming activity helps students grasp the main idea of the text quickly, cultivate their ability to extract key information, and also let them have a general understanding of the structure of the text, laying a foundation for the detailed reading. Activity 2: Scanning to Find Specific Information The teacher divides students into groups of 4, and assigns different tasks to each group. Group 1 needs to find out the main environmental problems mentioned in the text (such as air pollution, water pollution, waste pollution, deforestation); Group 2 needs to find out the causes of these environmental problems (such as overuse of resources, industrial emissions, improper waste disposal); Group 3 needs to find out the solutions proposed in the text (such as reducing waste, recycling resources, using clean energy, strengthening environmental protection laws); Group 4 needs to find out the author’s suggestions for individuals (such as saving water and electricity, using reusable bags, planting trees). After the groups finish the task, each group sends a representative to share their findings, and the teacher checks and supplements, helping students sort out the logical structure of the text: putting forward environmental problems → analyzing the causes of the problems → proposing solutions at the social and individual levels. At the same time, the teacher points out the key sentences in the text, explains the long and difficult sentences, such as “With the rapid development of industry and agriculture, more and more pollution has been caused, which has a serious impact on our living environment.”, and guides students to analyze the sentence structure (attributive clause) and understand its meaning. Design Intention: Scanning activity helps students extract specific information from the text, deepen their understanding of the text content. Group cooperation can stimulate students’ learning enthusiasm, let them learn from each other and improve their communication and cooperation ability. Explaining long and difficult sentences can help students break through the reading difficulties, master the key sentence patterns, and lay a foundation for the follow-up language application. Activity 3: Close Reading to Understand the Implied Meaning The teacher asks students to read the text carefully again, and think about the following questions: 1. What does the author mean by “A greener earth is not a dream, but a goal that we can achieve together”? 2. Why does the author emphasize that “Every small action can make a difference”? 3. What can we infer from the last paragraph of the text? After students think independently, they discuss in groups, and then the teacher organizes the whole class to exchange ideas. The teacher summarizes: The author wants to tell us that environmental protection is not an empty slogan, but requires the joint efforts of every person, every enterprise and every country. Every small action in daily life, such as saving a drop of water and a piece of paper, can contribute to environmental protection. The last paragraph implies that environmental protection is a long-term task that requires us to persist in doing it. Design Intention: Close reading helps students go deep into the text, understand the implied meaning of the author’s words, cultivate their ability of logical reasoning and critical thinking. Independent thinking and group discussion can let students express their own views freely, improve their ability of language expression and thinking, and also deepen their understanding of the theme of the text. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher designs fill-in-the-blank exercises based on the core vocabulary and key sentence patterns of the text. For example: 1. We should try our best to ______ (减少) waste and ______ (回收) resources. 2. Industrial emissions have caused serious ______ (污染) to the air. 3. If we all take action, we can ______ (产生影响) to the environment. 4. The government has made laws to ______ (保护) the ecosystem ______ (免受) damage. After students finish the exercises, the teacher checks the answers and explains the key points. Then, the teacher asks students to make sentences with the core vocabulary and key sentence patterns, and invites some students to share their sentences in class. Design Intention: This activity helps students consolidate the learned vocabulary and sentence patterns, improve their ability of language application, and lay a foundation for the follow-up speaking and writing activities. Activity 2: Group Discussion and Expression The teacher puts forward a discussion topic: “What can we do as senior high school students to help build a greener earth?” The students discuss in groups of 4, and each group needs to put forward at least 3 practical suggestions. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and sentence patterns to express their views, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to make a speech in class, introducing the group’s suggestions. The teacher comments on the students’ speeches, affirming their advantages and putting forward suggestions for improvement, such as improving the fluency of expression and using more complex sentences. Design Intention: Group discussion and speech activities can not only consolidate the learned knowledge, but also improve students’ oral expression ability and communication and cooperation ability. The discussion topic is closely related to students’ real life, which can help students establish a correct environmental awareness and transform the environmental concepts learned in the text into practical actions. Activity 3: Text Retelling The teacher asks students to retell the text according to the logical structure of the text (environmental problems → causes → solutions → personal suggestions). Students can retell the text individually or in pairs. The teacher provides some key words and phrases to help students, such as pollution, cause, solution, recycle, take action, make a difference. After students finish retelling, the teacher invites some students to retell the text in class, and comments on their retelling, focusing on the completeness of the content, the accuracy of the language and the fluency of the expression. Design Intention: Text retelling helps students sort out the logical structure of the text again, deepen their understanding of the text content, and improve their ability of language organization and expression. Providing key words and phrases can reduce the difficulty of retelling, enhance students’ confidence in expression, and also help students consolidate the learned vocabulary and sentence patterns. Step 5: Summary and Extension First, the teacher summarizes the content of this lesson: In this lesson, we have learned a reading text about environmental protection, mastered the core vocabulary and key sentence patterns related to environmental protection, used skimming, scanning and other reading strategies to understand the text, and discussed the ways for senior high school students to protect the environment. The teacher emphasizes again: Environmental protection is the responsibility of every person, and every small action can make a difference. We should integrate environmental protection into our daily life and work together to build a greener earth. Then, the teacher arranges the extension task: Ask students to write a short passage (80-100 words) about “My Environmental Protection Actions” after class, using the vocabulary and sentence patterns learned in this lesson. At the same time, the teacher encourages students to carry out environmental protection activities in their daily life, such as saving water and electricity, using reusable bags, and participating in tree planting activities. Design Intention: The summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and deepen their understanding of the theme of the lesson. The extension task connects classroom learning with after-class practice, not only consolidating the learned knowledge, but also guiding students to transform the environmental concepts into practical actions, cultivating their sense of social responsibility and environmental awareness. At the same time, it lays a foundation for the follow-up writing teaching. Step 6: Reflection and Evaluation The teacher asks students to reflect on their own learning in this lesson: What have you learned in this lesson? What difficulties have you encountered? How can you improve it? Students can write down their reflections in their notebooks. Then, the teacher invites some students to share their reflections in class, and gives positive comments and guidance. The teacher also evaluates the students’ performance in this lesson, including their participation in classroom activities, the accuracy of answering questions, the performance in group discussion and speech, etc., affirming their efforts and progress, and putting forward suggestions for improvement. Design Intention: Reflection activity helps students understand their own learning situation, find out their own advantages and disadvantages, and improve their learning ability. Teacher’s evaluation can stimulate students’ learning enthusiasm, enhance their confidence in learning English, and also help the teacher understand the effect of teaching and adjust the teaching plan in time. 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 $