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

Unit 6 A Greener Earth-Reading Further 教学目标和重难点 教学目标 Language Competence: Students will master core vocabulary such as ecology, biodiversity, sustainable and key phrases like preserve the environment, participate in, and learn to understand complex sentences in environmental texts, improving their abilities in skimming, scanning and deep reading. Cultural Awareness: Students will understand the global consensus on environmental protection, recognize the importance of balancing human activities with nature, and cultivate a sense of responsibility for protecting the earth. Thinking Quality: Students will develop logical thinking by sorting out the structure and arguments of the text, and critical thinking by discussing environmental issues and solutions. Learning Ability: Students will master effective reading strategies for environmental articles, form the habit of independent reading and cooperative inquiry, and enhance the ability to apply knowledge to practice. 教学重难点 Key Points: Grasp the main idea and logical structure of the Reading Further text, which focuses on environmental protection measures and the significance of a greener earth. Master the core vocabulary, phrases and complex sentences related to environmental protection, and be able to understand the specific examples and arguments in the text. Difficult Points: Comprehend the implicit meaning and author’s attitude in the text, especially the logical connection between environmental problems and solutions. Effectively use the learned vocabulary and sentence patterns to express personal views on environmental protection, and apply reading strategies to analyze and solve related problems. 教学过程 Step 1: Lead-in (Warm-up and Theme Activation) The teacher starts the class with a multimedia presentation, showing pictures and short videos of environmental problems (such as plastic pollution, water pollution, deforestation) and green scenes (such as lush forests, clean rivers, renewable energy facilities). Then the teacher asks students two open questions: “What environmental problems have you seen in your daily life? What can we do to make the earth greener?” After inviting 3-4 students to share their ideas freely, the teacher summarizes their answers and introduces the theme of Reading Further: “Today we will read an article about how to build a greener earth. It will tell us the current environmental situation, practical protection measures and everyone’s responsibilities. Let’s explore together and learn how to contribute to our planet.” Design Intention: Visual materials (pictures and videos) are closely related to students’ daily life, which can quickly attract their attention and arouse their interest in the theme of environmental protection. The open questions encourage students to activate their prior knowledge and life experience, helping them connect their own lives with the text theme. Meanwhile, the brief introduction of the text helps students clarify the learning focus of the class, guiding them to enter the reading state actively and laying a solid foundation for the subsequent reading activities. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of the Reading Further text on the blackboard or PPT, including ecology, ecological, ecosystem, biodiversity, sustainable, sustainability, preserve, protection, participate in, take responsibility for, raise awareness, nature reserve and so on. For each word and phrase, the teacher provides simple and easy-to-understand definitions and example sentences related to environmental protection, such as “Ecology is the study of the relationship between living things and their environment” and “We should participate in environmental protection activities to make the earth better”. Then, the teacher organizes students to work in pairs to make sentences with the given vocabulary and phrases, and invites several pairs to present their sentences to check their mastery. Next, the teacher briefly introduces the background of the text: With the rapid development of industry and human activities, the earth’s environment is facing increasingly serious challenges, such as climate change, species extinction and resource shortage. More and more people have realized the importance of environmental protection, and governments, organizations and individuals around the world are taking actions to build a greener earth. The text we will read today focuses on these actions and calls on everyone to take responsibility for environmental protection. Design Intention: Vocabulary is the foundation of understanding the text. By previewing core vocabulary and phrases, students can reduce the difficulty of reading and improve their reading efficiency. Making sentences in pairs not only helps students master the usage of vocabulary and phrases, but also cultivates their cooperative learning ability. The brief background introduction helps students understand the social background of the text, deepen their understanding of the theme, and lay a foundation for grasping the main idea of the text. Step 3: While-reading (Text Analysis and Reading Strategy Training) This step is divided into three parts: skimming, scanning and deep reading, aiming to help students gradually understand the text from overall to details, and master relevant reading strategies. First, skimming: The teacher asks students to read the text quickly without paying too much attention to new words and difficult sentences, and answer two questions: 1. What is the main topic of the text? 2. What are the two main parts of the text? After students finish reading, the teacher invites them to share their answers, and summarizes: The main topic of the text is how to build a greener earth; the text is divided into two parts: the current environmental problems and the practical measures to protect the environment. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main idea and structure of the text, cultivate their ability to extract key information quickly, and lay a foundation for in-depth reading. Second, scanning: The teacher asks students to read the text again, and complete a table about the environmental problems mentioned in the text and corresponding protection measures. The table includes two columns: Environmental Problems and Protection Measures. Students need to find relevant information in the text and fill in the table. During the process, the teacher walks around the classroom to guide students who have difficulties, and reminds them to mark the key sentences and paragraphs. After students finish filling in the table, the teacher invites a student to present the table, and corrects and supplements it together with the whole class. Design Intention: Scanning helps students accurately locate specific information in the text, improve their ability to find details quickly. Completing the table can help students sort out the logical relationship between environmental problems and protection measures, deepen their understanding of the text content, and lay a foundation for deep reading and discussion. Third, deep reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing difficult sentences, implicit meaning and the author’s attitude. For difficult sentences, such as “Only by working together can we achieve a sustainable future for our planet” and “The protection of biodiversity is not only the responsibility of governments, but also the duty of every individual”, the teacher explains the sentence structure (such as inverted sentence) and the meaning, and asks students to translate the sentences to ensure they understand. For implicit meaning, the teacher asks guiding questions: 1. What does the author mean by saying “Small actions can make a big difference”? 2. Why does the author emphasize that everyone should take responsibility for environmental protection? Students discuss these questions in groups of 4, and then share their views. The teacher summarizes and supplements: The author means that every small environmental protection action of individuals can accumulate into great power to protect the earth; everyone lives on the earth, and environmental problems are related to everyone’s life and future, so everyone should take their own responsibility. For the author’s attitude, the teacher asks students to find adjectives and adverbs in the text that reflect the author’s attitude, such as “urgent”, “important”, “hopeful”, and summarizes that the author holds a concerned attitude towards environmental problems and a hopeful attitude towards building a greener earth. Design Intention: Deep reading helps students thoroughly understand the text content, grasp the implicit meaning and the author’s attitude, and improve their ability to analyze and understand complex texts. Group discussion encourages students to exchange ideas, express their views, and cultivate their cooperative learning ability and critical thinking ability. Explaining difficult sentences helps students break through the language barriers in reading, laying a foundation for the subsequent application of language. Step 4: Post-reading (Consolidation, Application and Expansion) This step includes three activities: vocabulary and sentence pattern consolidation, group discussion and writing practice, aiming to help students consolidate the learned knowledge, apply it to practice, and expand their thinking. Activity 1: Vocabulary and sentence pattern consolidation. The teacher designs two exercises: 1. Fill in the blanks with the given vocabulary and phrases (ecology, preserve, participate in, take responsibility for, sustainable); 2. Rewrite the following sentences with the sentence patterns learned in the text (such as inverted sentence, not only...but also...). After students finish the exercises, the teacher checks the answers together with the whole class, and explains the common mistakes to help students master the knowledge firmly. Design Intention: This activity helps students consolidate the core vocabulary, phrases and sentence patterns learned in the text, and improve their ability to use language accurately. Checking answers together can help students find their own mistakes and make up for their deficiencies. Activity 2: Group discussion. The teacher puts forward the discussion topic: “What can we do as senior high school students to contribute to a greener earth?” Students discuss this topic in groups of 4, and each group needs to list at least 3 specific actions and explain the reasons. During the discussion, the teacher walks around the classroom to guide students, reminds them to use the vocabulary and sentence patterns learned in the text, and encourages them to put forward practical and innovative ideas. After the discussion, each group sends a representative to present their views, and the teacher makes comments and summaries, affirming the practical suggestions and guiding students to form a sense of environmental protection. Design Intention: Group discussion combines the text content with students’ actual life, helps students apply the learned language knowledge to practical communication, and improves their oral expression ability and cooperative learning ability. The discussion topic also helps students realize that they can contribute to environmental protection through small actions, cultivating their sense of responsibility and environmental awareness. Activity 3: Writing practice. The teacher asks students to write a short passage of 80-100 words with the title “My Contribution to a Greener Earth”. The requirements are: 1. Use at least 3 core vocabulary and phrases learned in the text; 2. Use at least one sentence pattern learned in the text; 3. The content is practical and logical. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them sort out ideas and correct grammar mistakes. After students finish writing, the teacher selects 2-3 excellent compositions and 1-2 compositions with common mistakes to comment on, affirming the advantages and pointing out the deficiencies, and guiding students to revise their compositions. Design Intention: Writing practice is an important way to test students’ language application ability. It helps students integrate the learned vocabulary, phrases and sentence patterns, and improve their writing ability. Commenting on compositions helps students learn from each other, find their own mistakes, and improve their writing level. At the same time, the writing topic further strengthens students’ sense of environmental protection and guides them to put their ideas into action. Step 5: Summary and Homework First, summary: The teacher invites students to review the content of this class, including the main idea of the text, core vocabulary and phrases, reading strategies and environmental protection measures. Then the teacher makes a final summary: Today we learned the Reading Further text about building a greener earth, mastered the relevant vocabulary and sentence patterns, and understood the importance of environmental protection. Environmental protection is the responsibility of everyone, and we should take practical actions to protect our earth and create a sustainable future. Then, homework: 1. Recite the core vocabulary and phrases of the text, and write 5 sentences with them; 2. Revise the short passage written in class and hand it in the next class; 3. Find one more environmental protection measure on the Internet or in books, and share it with the class in the next class; 4. Try to take one environmental protection action in daily life (such as saving water, sorting garbage) and record it. Design Intention: Summary helps students sort out the knowledge learned in this class, deepen their understanding and memory. The homework is designed to consolidate the learned knowledge, expand students’ vision, and guide them to connect the classroom learning with daily life, so that they can put the sense of environmental protection into action, achieving the goal of cultivating students’ core literacy. 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 $