Unit 6 A Greener Earth-Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第二册

Unit 6 A Greener Earth-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This lesson focuses on the theme of environmental protection and fully practices the four-dimensional core literacy of senior high school English. Language competence is developed by guiding students to understand environmental topics in listening materials, master core vocabularies and sentence patterns related to environmental protection, and improve their ability to listen for main ideas and details as well as communicate in English. Cultural awareness is cultivated by letting students understand the common environmental problems and protection measures in different countries, realizing the global consensus of environmental protection and enhancing cross-cultural understanding. Thinking quality is trained through guiding students to analyze the causes and solutions of environmental problems in listening materials, and inspiring them to think critically and put forward practical environmental suggestions. Learning ability is improved by encouraging students to actively participate in listening and speaking activities, summarize listening skills independently, and form good learning habits of autonomous exploration and cooperative learning. 教学重难点 Key points of this lesson include: understanding the main content and core information of the listening materials, including environmental problems, protection measures and people’s attitudes; mastering key vocabularies and sentence patterns related to environmental protection, such as “greenhouse gas”, “sustainable development”, “reduce waste” and “take action”; being able to use simple English to express personal views on environmental protection and communicate with others smoothly. Difficult points are: accurately capturing details and implied meanings in listening materials, especially distinguishing different speakers’ attitudes and opinions; flexibly using the learned vocabularies and sentence patterns to carry out in-depth communication on environmental topics, avoiding mechanical repetition; cultivating the ability to connect listening information with real life and put forward practical environmental protection suggestions. 教学过程 Pre-listening: Lead-in and Preparation The teacher starts the class with a multimedia presentation, showing short English videos and pictures about environmental problems (such as air pollution, plastic pollution, deforestation) and environmental protection actions (such as waste classification, afforestation, low-carbon travel). After playing the video, the teacher asks open-ended questions in English: “What environmental problems can you see in the video? What actions are people taking to protect the earth?” Then, the teacher guides students to discuss in pairs for a short time, and invites 2-3 groups to share their views. After that, the teacher sorts out and presents the core vocabularies and sentence patterns related to the listening materials, such as “pollution”, “recycle”, “conserve energy”, “It’s everyone’s duty to protect the earth”, “We should try our best to reduce waste”, and helps students master their pronunciation and usage through reading after the teacher and situational drills. Design Intent: The combination of videos and pictures can intuitively present the theme of environmental protection, arouse students’ interest and emotional resonance, and help them quickly enter the learning context. The open-ended questions and pair discussions can activate students’ existing knowledge and experience about environmental protection, lay a foundation for understanding the listening materials. The preview of core vocabularies and sentence patterns can reduce students’ language barriers in listening, improve their listening efficiency, and lay a solid foundation for the subsequent listening and communicating links. While-listening: Comprehension and Skill Training This link is divided into three layers of listening tasks, from overall understanding to detailed grasping, and then to deep analysis, guiding students to gradually improve their listening ability. First Listening: The teacher plays the listening material once, and asks students to finish a simple task: tick the main topics mentioned in the material (options include: environmental problems, protection measures, people’s attitudes, future plans). After finishing, the teacher checks the answers with the whole class, and invites students to briefly explain their judgment basis. At this time, the teacher does not focus on individual wrong answers, but focuses on guiding students to grasp the overall context of the listening material and understand its core theme. Design Intent: The first listening focuses on training students’ ability to listen for the main idea, helping them form the habit of overall perception before listening for details, avoiding the mistake of focusing on individual words and ignoring the overall meaning. The simple ticking task reduces students’ psychological pressure and enhances their confidence in listening. Second Listening: The teacher plays the listening material again, and arranges a detailed listening task for students: fill in the blanks according to the listening content. The blanks involve key information such as specific environmental problems (e.g., “Many rivers are polluted by factory waste”), specific protection measures (e.g., “People are encouraged to use reusable bags instead of plastic bags”), and speakers’ attitudes (e.g., “The speaker believes that small actions can make a big difference”). During the process, if students have difficulty in catching the information, the teacher can pause appropriately or play the relevant part again, and guide students to pay attention to signal words such as “first”, “second”, “however”, “therefore” to help them locate the key information quickly. Design Intent: The second listening focuses on training students’ ability to listen for details, which is the key point of this lesson. The blank-filling task is designed to let students focus on the specific information in the listening material, and the guidance of signal words can help students master practical listening skills, improve their ability to capture key information accurately, and lay a foundation for the subsequent understanding and communication. Third Listening: The teacher plays the listening material for the third time, and arranges an in-depth understanding task: answer the following questions. The questions include: 1. What are the main causes of the environmental problems mentioned in the material? 2. What is the speaker’s attitude towards environmental protection? 3. What suggestions does the speaker put forward for ordinary people? After students finish answering, the teacher organizes the whole class to discuss and correct the answers, and guides students to analyze the implied meaning of the speaker’s words, such as judging the speaker’s positive attitude towards environmental protection from the tone and choice of words. Design Intent: The third listening focuses on training students’ ability to understand the implied meaning and the speaker’s attitude, which is the difficult point of this lesson. Through in-depth questions, students are guided to think beyond the surface information of the listening material, analyze and judge the speaker’s views and attitudes, and cultivate their critical thinking ability. The class discussion can help students exchange ideas, complement each other’s deficiencies, and deepen their understanding of the listening material. After the three listening tasks, the teacher presents the full text of the listening material, plays the audio again, and guides students to read after the audio, paying attention to the pronunciation, intonation and pauses of the speaker. Then, the teacher sorts out the key points of the listening material, summarizes the listening skills (such as listening for main ideas first, then details; paying attention to signal words; combining context to infer implied meaning), and helps students form a systematic understanding of listening methods. Design Intent: Reading after the audio can help students correct their pronunciation and intonation, enhance their sense of language, and deepen their memory of the listening content. Summarizing listening skills can help students sort out and consolidate the listening methods learned in this lesson, improve their learning ability, and lay a foundation for their future independent listening learning. Post-listening: Understanding and Communicating This link is divided into two parts: understanding deepening and communicative practice, which realizes the transformation from listening input to language output, and integrates the understanding of the listening material with practical communication. First, Understanding Deepening: The teacher divides students into groups of 4, and arranges a group discussion task: “Based on the listening material, discuss the environmental problems around us, analyze their causes, and put forward practical solutions”. Each group is assigned a recorder and a speaker. During the discussion, the teacher walks around the classroom, guides students to use the vocabularies and sentence patterns learned in the listening material, and helps students solve the language problems encountered in the discussion, such as how to express a certain environmental problem or protection measure in English. After the discussion, each group sends a speaker to share the group’s views with the whole class, and the teacher makes comments and supplements, affirming the reasonable suggestions put forward by the students, and guiding students to think more comprehensively about environmental protection. Design Intent: Group discussion can stimulate students’ enthusiasm for participation, let students apply the knowledge learned in the listening material to practical thinking and expression, deepen their understanding of the theme of environmental protection, and cultivate their cooperative learning ability and language expression ability. The teacher’s guidance and comments can help students standardize their language expression and improve their communication efficiency. Second, Communicative Practice: The teacher designs a situational communicative task: “Suppose you are environmental volunteers, and you are going to promote environmental protection knowledge to your classmates. Please have a dialogue with your partner, including introducing environmental problems, putting forward protection suggestions, and calling on everyone to take action”. The teacher first gives a sample dialogue, which uses the vocabularies and sentence patterns learned in this lesson, such as: “There is too much plastic waste around us. What can we do to reduce it?” “We can use reusable water bottles and shopping bags instead of plastic ones.” “Let’s work together to protect our greener earth.” Then, students practice in pairs, and the teacher walks around to observe and guide, correcting students’ wrong expressions and helping them improve their dialogue fluency and authenticity. After the practice, the teacher invites several pairs of students to perform their dialogues in front of the class, and makes comments, focusing on affirming students’ courage to express and the rationality of the dialogue content, and putting forward suggestions for improvement. Design Intent: The situational communicative task is closely combined with the theme of the lesson and students’ real life, which can stimulate students’ desire to communicate, let students flexibly use the learned vocabularies and sentence patterns to carry out practical communication, and improve their oral communication ability. The sample dialogue can give students a clear direction for practice, and the teacher’s guidance and comments can help students improve their communication level and enhance their confidence in speaking English. In addition, the teacher arranges an extended thinking task: “What small actions can we take in our daily life to protect the earth? Write down 3-5 actions and share them with your partner”. Students finish the task independently first, then share with their partners, and finally the teacher invites several students to share their actions with the whole class, guiding students to realize that environmental protection is closely related to daily life, and everyone can contribute to protecting the earth. Design Intent: The extended thinking task connects the listening and communicating content with students’ daily life, helps students internalize the concept of environmental protection, transforms the language input into practical actions, and cultivates their sense of social responsibility, which is in line with the requirements of core literacy. Summary and Consolidation The teacher leads students to summarize the key content of this lesson: first, review the core vocabularies and sentence patterns related to environmental protection learned in this lesson; second, sort out the listening skills mastered (listening for main ideas, details and implied meaning); third, review the communicative tasks and the key points of oral expression. Then, the teacher emphasizes that environmental protection is a global responsibility, and encourages students to use English to spread environmental protection knowledge and take practical actions to protect the earth in their daily life. Design Intent: The summary helps students sort out the knowledge and skills learned in this lesson, form a systematic cognitive structure, and deepen their memory and understanding. The emphasis on environmental protection helps students establish a correct environmental concept, integrate the theme of the lesson with their own actions, and realize the educational significance of the lesson. Finally, the teacher arranges after-class tasks: 1. Listen to the listening material again and retell the main content in your own words; 2. Have a dialogue with your family members in English about environmental protection, and record the dialogue; 3. Collect 5 English sentences about environmental protection and recite them. The tasks are designed to consolidate the knowledge and skills learned in class, extend the learning context to after class, and improve students’ autonomous learning ability and language application ability. Design Intent: After-class tasks are closely combined with the content of the lesson, which can help students consolidate the listening and speaking skills learned in class, extend the learning time and space, and let students apply the knowledge learned to real life, realizing the continuity and consistency of learning. The diversified tasks can meet the needs of different students and improve their learning enthusiasm and initiative. 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 $