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

Unit 6 A Greener Earth-Exploring and Using 教学目标和重难点 教学目标 This unit focuses on the theme of environmental protection, aiming to cultivate students’ four-dimensional core literacy. Language competence is developed through mastering environmental vocabulary and expressing views in English. Thinking quality is fostered by guiding students to analyze environmental problems critically and put forward solutions logically. Cultural awareness is enhanced by helping students understand global environmental responsibilities and cross-cultural environmental protection practices. Learning ability is improved by guiding students to use reading strategies and cooperate in group activities to achieve independent and cooperative learning goals. 教学重难点 The key points are mastering core environmental vocabulary (such as pollution, recycle, sustainable) and phrases, understanding the main idea and structure of environmental texts, and being able to express environmental views simply in English. The difficult points are understanding complex sentences in environmental passages, conducting in-depth thinking and critical analysis on environmental issues, and flexibly applying learned knowledge to discuss practical environmental protection measures and put forward feasible suggestions in English. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing students a group of contrastive pictures: one is a blue planet with clear water and green mountains, and the other is a polluted earth with garbage-strewn rivers, thick smog and withered plants. Then the teacher asks two questions: “What do you see in these pictures? What problems is our earth facing now?” Students are invited to share their observations and opinions freely in English. After that, the teacher plays a short English video about global environmental problems and solutions, and guides students to pay attention to the environmental vocabulary and simple expressions in the video. Finally, the teacher writes the unit theme “A Greener Earth” on the blackboard and briefly introduces the learning goals of this lesson: to explore environmental problems, master related vocabulary and expressions, and learn to put forward environmental protection suggestions. Design Intent: The contrastive pictures and short video can quickly attract students’ attention, arouse their concern about environmental issues, and activate their existing knowledge and experience about environmental protection. By asking questions and encouraging free sharing, students’ enthusiasm for participation is stimulated, and they can naturally enter the unit theme. Meanwhile, the video helps students preview basic environmental vocabulary and expressions, laying a foundation for the subsequent learning of new knowledge. Step 2: Exploring New Knowledge (Vocabulary and Text Exploration) Vocabulary Exploration The teacher presents the core vocabulary of the unit through context: first, shows a picture of plastic bags floating in the sea, and writes “plastic pollution” on the blackboard, then explains its meaning and pronunciation, and gives example sentences: “Plastic pollution is harmful to marine life.” Then, in the same way, presents other core vocabulary such as “recycle”, “conservation”, “sustainable”, “contribute to”, “raise awareness” and “reduce waste. For each word and phrase, the teacher combines pictures, example sentences and simple gestures to help students understand and remember. After that, the teacher organizes a “Vocabulary Matching Game”: writes the words and phrases on one side of the blackboard and their Chinese meanings and example scenarios on the other side, and invites students to come to the blackboard to match them. Those who match correctly will get verbal praise, and the teacher will correct mistakes in time and emphasize the key points of word usage. Design Intent: Combining context, pictures and example sentences to teach vocabulary conforms to the cognitive characteristics of senior high school students, which can help students understand the meaning and usage of words in specific scenarios, instead of mechanical memorization. The vocabulary matching game increases the interest of vocabulary learning, mobilizes students’ enthusiasm, and helps teachers check students’ mastery of vocabulary in time, laying a solid language foundation for text reading and language expression. Text Exploration The teacher distributes the reading material of “Exploring and Using” part, which mainly introduces the current global environmental problems, the importance of environmental protection and practical environmental protection measures in daily life. First, guide students to carry out fast reading: ask students to read the text quickly and answer two questions: “What are the main environmental problems mentioned in the text?” “What practical measures does the text put forward to protect the environment?” After students finish reading, invite several students to share their answers, and the teacher sorts out and summarizes the key points on the blackboard, helping students grasp the main idea of the text. Then, guide students to carry out intensive reading: divide the text into three parts (environmental problems, importance of environmental protection, practical measures), and assign different tasks to each group. Group 1 is responsible for analyzing the environmental problems mentioned in the text and finding out the specific manifestations and harms of each problem; Group 2 is responsible for sorting out the reasons why environmental protection is important, and extracting key sentences to support their views; Group 3 is responsible for listing the practical environmental protection measures in the text and explaining how these measures work. Each group discusses freely, and the teacher walks around to guide, helps students solve difficulties in reading (such as complex sentences, unfamiliar words), and reminds students to take notes of key information. After the group discussion, each group sends a representative to present the discussion results in English. The teacher comments on each group’s performance, affirms the advantages, points out the deficiencies, and supplements and improves the key points. For example, when Group 3 presents environmental protection measures, the teacher can expand: “In addition to the measures mentioned in the text, what other environmental protection measures can we take in our daily life?” Guide students to extend their thinking. Design Intent: Fast reading helps students grasp the main idea of the text quickly and cultivate their ability of skimming. Intensive reading combined with group discussion can guide students to deeply understand the details of the text, improve their ability of extracting and sorting out key information. Assigning different tasks to each group can realize the division of labor and cooperation, stimulate students’ sense of participation and cooperation awareness, and the teacher’s guidance and comment can help students correct their mistakes in time and deepen their understanding of the text. Step 3: Using Knowledge (Language Practice and Application) Sentence Pattern Practice The teacher extracts the key sentence patterns in the text, such as “It is important for us to protect the environment.” “We can contribute to environmental protection by doing small things.” “If we take action now, our earth will become greener.” First, the teacher explains the structure and usage of each sentence pattern, gives more example sentences, and guides students to read aloud to familiarize themselves with the pronunciation and intonation. Then, organize students to do substitution exercises: for example, replace “protect the environment” in the first sentence with “recycle waste” “save water”, and let students practice speaking in pairs. After the practice, invite several pairs to present their dialogues in front of the class, and the teacher corrects their mistakes in sentence structure and pronunciation, and emphasizes the flexible use of sentence patterns. Design Intent: Sentence pattern practice is the key link of language application. By extracting key sentence patterns from the text, students can connect new knowledge with text learning, which is conducive to their mastery and flexible application. Pair practice can provide more opportunities for students to speak, help them overcome their shyness in speaking English, and improve their oral expression ability. Group Discussion and Speech The teacher puts forward the discussion topic: “As senior high school students, what can we do to make the earth greener in our daily life?” Ask students to discuss this topic in groups of 4-5. During the discussion, students need to use the vocabulary, phrases and sentence patterns learned in this lesson to express their views, and each group needs to sort out 3-5 practical environmental protection measures and prepare a short speech (about 1-2 minutes). The teacher walks around to guide, reminds students to use the learned knowledge correctly, and helps students organize their language and improve their speech content. After the discussion, each group sends a representative to give a speech in front of the class. Other students listen carefully and take notes, and after each speech, they can ask questions or put forward supplementary opinions. The teacher comments on each speech, affirms the advantages in language use and content, points out the areas that need improvement, and guides students to evaluate each other, so as to improve their oral expression and listening ability. Design Intent: Group discussion and speech can effectively combine the learned knowledge with practical life, realize the application of knowledge, and cultivate students’ ability of using English to solve practical problems. The mutual evaluation between students can not only improve their listening and evaluation ability, but also enhance their sense of participation and cooperation, and further deepen their understanding of environmental protection. Writing Practice The teacher assigns a short writing task: “Write a short passage about ‘My Environmental Protection Plan’”, requiring students to use the vocabulary, phrases and sentence patterns learned in this lesson, and the content should include their own understanding of environmental protection and specific environmental protection measures they will take. Before writing, the teacher guides students to sort out the writing ideas: first, briefly introduce the importance of environmental protection; then, list 2-3 specific environmental protection measures; finally, express their determination to protect the environment. During the writing process, the teacher walks around to guide, helps students solve difficulties in writing (such as how to organize sentences, how to use words correctly), and reminds students to pay attention to the coherence and correctness of the passage. After students finish writing, the teacher collects some representative compositions (including excellent ones and those with common mistakes), displays them on the screen, and comments on them. For excellent compositions, the teacher affirms their advantages in language use and content arrangement, and lets students learn from them; for compositions with mistakes, the teacher points out the mistakes and corrects them, and guides students to avoid similar mistakes. Then, students exchange their compositions in pairs, revise and improve their own compositions according to their partners’ suggestions. Design Intent: Writing practice is an important way to test students’ mastery of language knowledge and improve their written expression ability. Guiding students to sort out writing ideas can help them write more logically and coherently. The teacher’s comment and students’ mutual revision can help students find their own deficiencies in writing, correct mistakes in time, and improve their written expression ability. Step 4: Summary and Extension (Consolidation and Promotion) Class Summary The teacher invites students to summarize the content of this lesson: what vocabulary, phrases and sentence patterns they have learned, what environmental problems they have understood, and what environmental protection measures they have mastered. Then the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, and reminds students that environmental protection is everyone’s responsibility, and they should put the learned environmental protection measures into practice in daily life. Design Intent: Letting students summarize the lesson content can help them sort out the knowledge system of this lesson, deepen their memory and understanding of knowledge, and cultivate their ability of induction and summary. The teacher’s supplementary summary can further strengthen the key and difficult points, and convey the concept of environmental protection, so as to achieve the goal of moral education. Knowledge Extension The teacher introduces some international environmental protection organizations (such as Greenpeace, World Wide Fund for Nature) and international environmental protection activities (such as World Earth Day, Arbor Day) in English, and briefly introduces their purposes and activities. Then, the teacher recommends some English environmental protection documentaries (such as “Plastic Ocean”) and English articles about environmental protection, and asks students to watch or read them after class, and take notes of the useful vocabulary and expressions. Design Intent: Knowledge extension can broaden students’ horizons, let them understand global environmental protection trends and cross-cultural environmental protection practices, enhance their cultural awareness and global vision. At the same time, it can guide students to learn English independently after class, improve their learning ability and expand their knowledge reserve. 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 $