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

Unit 6 A Greener Earth-Reading, Speaking and Writing 教学目标和重难点 教学目标 Language Competence: Enable students to master environmental-related vocabulary (e.g., pollution, recycle, conservation) and sentence patterns, understand the structure and main ideas of the reading text, and express their views on environmental protection fluently in speaking and writing. Cultural Awareness: Guide students to pay attention to global environmental issues, understand the environmental protection practices in different countries, and establish a sense of global responsibility. Thinking Quality: Cultivate students’ critical thinking by analyzing environmental problems and their solutions, and develop their logical thinking through organizing ideas in speaking and writing. Learning Ability: Help students master reading strategies (skimming, scanning) and cooperative learning skills, and encourage them to independently explore environmental knowledge and apply it in practice. 教学重难点 Key Points: Master the core vocabulary and phrases related to environmental protection and use them correctly in context; understand the main content, structure and author’s views of the reading text; be able to discuss environmental issues in English and put forward practical solutions; learn to write a short passage about environmental protection with clear logic and correct expression. Difficult Points: Understand the complex sentence structures in the reading text and infer the implied meaning; express personal views on environmental issues accurately and fluently in speaking, avoiding grammatical errors; organize writing ideas reasonably and use appropriate connecting words to ensure coherence and fluency. 教学过程 Pre-Class Preparation The teacher assigns pre-class tasks to lay a foundation for in-class learning and cultivate students’ autonomous learning ability. First, ask students to preview the new words and phrases in the unit, such as “pollution, recycle, reuse, reduce, environment, conservation, ecosystem, carbon footprint” and phrases like “make a difference, take action, contribute to, protect...from...”, and require them to look up the pronunciations, meanings and usages with dictionaries or online resources. This helps students reduce the difficulty of understanding the reading text and improve learning efficiency. Second, let students collect 1-2 environmental problems around them (such as air pollution, plastic pollution) and simple solutions, and record them in English briefly. The design intention is to activate students’ prior knowledge and life experience, arouse their interest in the unit theme, and lay a foundation for subsequent speaking and writing activities. In addition, the teacher prepares multimedia materials, including pictures and short videos of global environmental conditions (both negative phenomena like deforestation and positive practices like renewable energy utilization), as well as the recording of the reading text. Lead-In (Reading and Speaking Preparation) The teacher starts the class by showing the prepared multimedia materials. First, play a short video that shows the contrast between the beautiful earth in the past and the current environmental problems (such as polluted rivers, smoggy cities, and dying animals), and then display several groups of pictures, including both environmental damage and environmental protection actions. After watching, the teacher asks two simple questions to guide students to think and speak: “What environmental problems can you see in the video and pictures?” “What do people do to protect the earth?” The teacher encourages students to answer freely in English, and guides them to use the pre-previewed words and phrases. For students who have difficulty expressing, the teacher provides appropriate hints, such as prompting with words like “air pollution” or “recycle paper”. The design intention is to create a real and vivid language situation, stimulate students’ interest in learning, activate their vocabulary reserve and relevant life experience, and naturally lead to the unit theme “A Greener Earth”. At the same time, it provides students with initial speaking practice opportunities to lay a foundation for subsequent in-depth discussion. Reading Practice (Core Link) This link is divided into three steps: skimming, scanning and intensive reading, to help students gradually understand the reading text, master reading strategies and improve language competence. Skimming: The teacher asks students to read the text quickly and answer two questions: “What is the main topic of the text?” “What is the author’s attitude towards environmental protection?” After students finish reading, the teacher invites several students to share their answers, and then summarizes the main idea of the text: the text introduces the serious environmental problems facing the earth, analyzes the causes of these problems, and puts forward practical environmental protection measures that individuals and society can take, expressing the author’s firm belief in building a greener earth. The design intention is to train students’ skimming ability, enable them to quickly grasp the core content of the text, and cultivate their ability to summarize the main idea. Scanning: The teacher assigns specific tasks to students: read the text again and find the key information according to the following requirements: (1) The main environmental problems mentioned in the text; (2) The causes of these environmental problems; (3) The environmental protection measures proposed by the author. Students are asked to complete the task independently first, and then discuss and check with their group members. After the discussion, each group sends a representative to present the results, and the teacher corrects and supplements them. For example, the main environmental problems include air pollution, water pollution and deforestation; the causes include excessive use of fossil fuels, overuse of plastic products and indiscriminate felling of trees; the measures include reducing waste, recycling resources, using clean energy and participating in environmental protection activities. The design intention is to train students’ scanning ability, enable them to quickly locate key information in the text, improve their reading efficiency, and at the same time cultivate their cooperative learning ability through group discussion. Intensive Reading: The teacher guides students to read the text carefully, focusing on analyzing difficult sentences and key words and phrases, to help students deeply understand the text content and master the usage of language points. First, the teacher lists several difficult sentences in the text, such as “If we don’t take immediate action to protect the environment, the earth will no longer be a livable home for human beings.” and “Every small action we take can make a great difference to the environment.” The teacher analyzes the sentence structure (such as conditional clauses) and the meaning of key phrases (such as “take action” and “make a difference”) in detail, and asks students to make sentences with these phrases to consolidate their mastery. Then, the teacher asks students to think about the following questions: “Why does the author say that individual actions are important for environmental protection?” “What can we learn from the environmental protection measures mentioned in the text?” Students are encouraged to express their views freely, and the teacher guides them to think deeply, so as to cultivate their critical thinking and sense of environmental responsibility. The design intention is to help students break through the difficult points in the text, master the key language points, deeply understand the author’s views and the theme of the text, and lay a foundation for subsequent speaking and writing. After the intensive reading, the teacher organizes a small group discussion: “Do you agree with the author’s views? What other environmental protection measures can we take in our daily life?” Each group discusses for a period of time, and then shares their views with the whole class. The teacher comments on students’ performances, affirms their correct views and appropriate language use, and puts forward suggestions for improvement. The design intention is to connect the reading text with real life, enable students to apply the knowledge they have learned, improve their oral expression ability, and further deepen their understanding of the unit theme. Speaking Practice (Application and Improvement) On the basis of reading practice, this link focuses on training students’ oral expression ability, enabling them to discuss environmental issues fluently and put forward practical solutions. The teacher designs two speaking activities with progressive difficulty. Pair Work: Students work in pairs to discuss the environmental problems around them (collected in pre-class preparation) and the corresponding solutions. The teacher provides a reference framework to help students organize their ideas: “The environmental problem around me is..., which is caused by.... I think we can solve it by..., because....” Students are required to use the words and phrases learned in the unit as much as possible, and pay attention to the fluency and accuracy of expression. The teacher walks around the classroom, observes students’ communication, and provides timely help for students who have difficulty expressing, such as prompting with appropriate words or correcting grammatical errors. The design intention is to provide students with sufficient oral practice opportunities, enable them to apply the learned language knowledge in real communication, and improve their ability to express personal views in pairs. Group Debate: The teacher divides students into two groups, and sets the debate topic: “Individual actions are more important than social actions in environmental protection” vs. “Social actions are more important than individual actions in environmental protection”. Each group selects 3-4 representatives to participate in the debate, and the other members of the group can provide support (such as thinking of arguments and examples). Before the debate, the teacher gives students a few minutes to prepare, and reminds them to use the knowledge learned in the text and real-life examples to support their views. During the debate, the teacher guides students to express their views clearly and logically, and encourages them to listen to the opposite side’s opinions and refute them reasonably. After the debate, the teacher makes a summary, affirms the advantages of both groups in the debate (such as clear views, sufficient examples, and fluent expression), and points out the areas that need improvement (such as the use of complex sentences and the coherence of arguments). The design intention is to cultivate students’ oral expression ability, logical thinking ability and critical thinking ability, and at the same time enhance their sense of cooperation and competition. After the speaking activities, the teacher summarizes the key points of oral expression in this class, such as how to express views clearly, how to use appropriate connecting words to ensure the coherence of expression, and how to use examples to support views. This helps students sort out the methods of oral expression and improve their oral communication ability. Writing Practice (Integration and Promotion) This link integrates the knowledge and skills learned in reading and speaking, and focuses on training students’ writing ability, enabling them to write a short passage about environmental protection with clear logic and correct expression. The teacher guides students to complete the writing step by step. Writing Guide: The teacher first clarifies the writing task: write a short passage (about 120 words) with the title “My Contribution to a Greener Earth”. Then, the teacher guides students to sort out the writing ideas: first, briefly introduce the importance of environmental protection; second, talk about the environmental problems around them; third, put forward the environmental protection actions they can take in daily life; finally, express their determination to protect the environment. At the same time, the teacher reminds students to use the words, phrases and sentence patterns learned in the unit, such as “pollution, recycle, take action, make a difference”, and use appropriate connecting words (such as first, second, finally, therefore) to ensure the coherence of the passage. The design intention is to help students clarify the writing requirements and ideas, avoid blind writing, and ensure that the writing content is closely related to the unit theme. Draft Writing: Students start to write the first draft independently. The teacher walks around the classroom, provides timely help for students who have difficulty writing, such as guiding them to organize their ideas, correcting grammatical errors, and prompting them to use appropriate words and phrases. For students with weak writing ability, the teacher can provide a simple sentence template to help them complete the writing task. The design intention is to respect the individual differences of students, ensure that every student can participate in the writing activity, and gradually improve their writing ability. Peer Evaluation and Revision: After students finish the first draft, they exchange their drafts with their group members for peer evaluation. The teacher provides an evaluation standard: (1) Whether the content is complete and in line with the theme; (2) Whether the language is correct and fluent, and whether the key words and phrases are used properly; (3) Whether the logic is clear and the connecting words are used appropriately; (4) Whether there are grammatical or spelling errors. Students evaluate each other’s drafts according to the standard, put forward revision suggestions, and then revise their own drafts according to the suggestions. The design intention is to cultivate students’ ability to evaluate and revise their writing, enable them to find their own problems and improve their writing level through peer communication. At the same time, it can also enhance students’ sense of cooperation and autonomous learning ability. Sample Display and Comment: The teacher selects 2-3 typical drafts (including excellent drafts and drafts with common problems) to display to the whole class. For excellent drafts, the teacher affirms the advantages (such as clear logic, fluent expression, and proper use of language points) and asks students to learn from them. For drafts with problems, the teacher guides students to find the problems together and put forward revision suggestions. Finally, the teacher summarizes the common problems in students’ writing, such as incorrect use of phrases, inappropriate connecting words, and grammatical errors, and gives corresponding improvement methods. The design intention is to help students further clarify the key points and difficulties of writing, learn from each other, and continuously improve their writing ability. Summary and Extension Class Summary: The teacher summarizes the content of this class, reviews the key vocabulary, phrases and sentence patterns learned, and emphasizes the core of the unit theme “A Greener Earth” — everyone has the responsibility to protect the environment, and every small action can make a difference. At the same time, the teacher affirms the performance of students in reading, speaking and writing activities, and encourages students to keep practicing and applying the knowledge they have learned. The design intention is to help students sort out the knowledge learned in this class, consolidate the learning effect, and further strengthen their sense of environmental responsibility. After-Class Extension: The teacher assigns after-class tasks to extend the in-class learning to daily life. First, ask students to revise their writing drafts again and submit them to the teacher for review. Second, encourage students to practice oral expression with their classmates or family members, talking about environmental protection topics. Third, ask students to put the environmental protection actions mentioned in the class into practice (such as recycling waste, saving water and electricity) and record their experiences in English in a diary. The design intention is to realize the connection between classroom learning and real life, enable students to apply the knowledge and skills learned to practice, and cultivate their good environmental habits and autonomous learning ability. 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 $