Unit 5 Revealing Nature-Using language 教案-2025-2026学年高中英语外研版选择性必修第一册

Unit 5 Revealing Nature-Using language 内容导航 This section focuses on nature exploration and ecological protection, integrating key vocabulary such as characteristic, blame and decline, and the past perfect tense. It guides students to apply language skills through reading, writing and practice, deepening their understanding of nature and scientific spirit. 教学目标和重难点 1. 教学目标 Language Ability: Master core words, phrases and the past perfect tense to complete listening, speaking, reading and writing tasks. Cultural Awareness: Understand the importance of global ecological protection and establish a sense of harmony between humans and nature. Thinking Quality: Develop logical and critical thinking through analyzing text logic and exploring ecological issues. Learning Ability: Cultivate autonomous and cooperative learning skills by summarizing language rules and completing practical tasks independently and collaboratively. 2. 教学重难点 Key Points: Master the usage of core vocabulary (characteristic, blame, decline, etc.) and phrases (be native to, blame...on...), and grasp the basic structure and usage of the past perfect tense. Difficult Points: Distinguish the past perfect tense from the simple past tense in specific contexts, correctly use the past perfect tense to express "past in the past", and flexibly apply vocabulary and grammar to practical writing and speaking scenarios. 教学过程 Step 1: Lead-in (Warm-up & Preview) Activity 1: Visual Aids and Questioning. Show students pictures and short videos about the Galápagos Islands, including giant tortoises, mangroves and iguanas. Then ask questions: “Have you ever heard of the Galápagos Islands? What unique creatures live there? What do you think threatens their survival?” Guide students to express their opinions freely in simple English. After that, present the key words of this lesson (tortoise, mangrove, iguana, characteristic) with pictures, and let students read after the teacher to be familiar with their pronunciation and basic meanings. Design Intention: The visual aids (pictures and videos) can quickly attract students’ attention, arouse their interest in the theme of nature and creatures, and lay an emotional foundation for the follow-up learning. The questioning link helps activate students’ prior knowledge and existing language reserve, reducing their difficulty in understanding the subsequent text. Presenting new words in combination with pictures helps students establish a connection between sound, form and meaning, which is conducive to their memory and subsequent application. Activity 2: Preview Check. Ask students to take out their preview notes and invite several students to share the new words and phrases they have previewed, as well as their preliminary understanding of the past perfect tense. The teacher corrects and supplements, focusing on the pronunciation of difficult words (such as characteristic /ˌkærɪktəˈrɪstɪk/, decline /dɪˈklaɪn/) and the basic structure of the past perfect tense (had + past participle). Then, the teacher gives a simple example: “By the time I arrived at the station, the train had left.”, and asks students to observe the time sequence of the two actions in the sentence, laying a foundation for the subsequent detailed explanation of the grammar. Design Intention: Checking the preview situation can urge students to develop the habit of autonomous preview, and help the teacher grasp students’ prior learning level, so as to adjust the teaching focus and pace in a targeted way. Through the observation of simple examples, students can initially perceive the usage of the past perfect tense, reducing the difficulty of grammar learning and realizing a smooth transition from preview to formal teaching. Step 2: Vocabulary Learning (Key Vocabulary Mastery) Activity 1: Core Vocabulary Explanation and Practice. Take the core vocabulary of this lesson as the key, and explain them one by one in combination with the context of the textbook and practical examples, focusing on their usage and collocation. For “characteristic”, explain its two parts of speech: noun (feature, characteristic) and adjective (typical, unique). Combine the sentence in the textbook: “Gregor Mendel chose to study pea plants because their characteristics were easy to control.” to illustrate its noun usage, and give the collocation “It is characteristic of sb to do sth” with the example: “It is characteristic of her to be kind to others.”. For the adjective usage, give the example: “The characteristic smell of coffee fills the room.”. For “blame”, explain its verb and noun usage, focusing on the collocations: “blame sb for sth”, “blame sth on sb” and “sb be to blame for sth”. Combine the textbook sentence: “The extinction of the Pinta Island tortoise is blamed on humans.” to illustrate, and design a simple translation exercise: “He blamed me for the mistake.” (他因这个错误责怪我。) and “She blamed the failure on bad luck.” (她把失败归咎于运气不好。). For “decline”, explain its verb (refuse, decrease) and noun (decrease, decline) usage, with collocations such as “decline by...”, “decline to do sth” and “a decline in...”. Combine the textbook sentence: “After goats in particular had been brought to the island, the Pinta Island tortoise population declined.” to illustrate the verb usage of “decrease”, and give the example: “He declined my invitation politely.” (他礼貌地拒绝了我的邀请。) for the meaning of “refuse”. In addition, explain the phrase “be native to” with the textbook sentence: “The Giant Tortoise Reserve on Santa Cruz is home to several species of giant tortoise that are native to the Galápagos Islands.”, and give another example: “Pandas are native to China.”. After explaining each word and phrase, let students do immediate oral practice in pairs: one student says a Chinese sentence, and the other translates it into English using the newly learned words or phrases. The teacher walks around to guide and correct mistakes in pronunciation and usage. Design Intention: Explaining vocabulary in combination with textbook context and practical examples can help students understand the meaning and usage of words in specific scenarios, avoiding mechanical memory. The collocation and example sentences are closely combined with the theme of the unit, which is conducive to students’ subsequent application in reading and writing. Immediate oral practice can help students consolidate the newly learned knowledge in time, improve their language application ability, and enhance their learning confidence through mutual cooperation in pairs. Activity 2: Vocabulary Consolidation Game. Organize a “Vocabulary Bingo” game. The teacher prepares bingo cards with the newly learned words and phrases. Then, the teacher says the Chinese meaning or usage of a word/phrase, and students mark the corresponding word/phrase on their cards. The first student who forms a line (horizontal, vertical or diagonal) shouts “Bingo” and wins a small reward. After the game, the teacher reviews the words and phrases again, focusing on the ones that students are not familiar with. Design Intention: The game form makes vocabulary consolidation more interesting, which can arouse students’ learning enthusiasm and avoid the boredom of mechanical memory. Through the game, students can review the newly learned words and phrases in a relaxed atmosphere, deepen their memory, and at the same time cultivate their reaction ability and concentration. Step 3: Grammar Learning (Past Perfect Tense) Activity 1: Discover and Summarize. Present several sentences from the textbook and other related sentences, and ask students to observe and discuss in groups to find out the rules of the past perfect tense. Sentences presented: 1. Before we got to the train station, the train had already left. 2. By the end of last term, we had learnt 2,000 English words. 3. I had intended to meet him at the airport, but I had an important meeting to attend. 4. It was the first time that we had been to Chicago. Guide students to discuss the following questions in groups: 1. What is the structure of the past perfect tense? 2. What time relationship do the two actions in each sentence have? 3. What time adverbials are often used with the past perfect tense? After the group discussion, invite representatives of each group to share their findings, and the teacher summarizes and supplements. Summary: The structure of the past perfect tense is “had + past participle” (affirmative form), “had not + past participle” (negative form), and “Had + subject + past participle?” (interrogative form). It is used to express an action or state that was completed before a certain past action or time, that is, “past in the past”. Common time adverbials include before, by the end of, by the time, until then, etc. Design Intention: Letting students discover and summarize grammar rules through group discussion can give full play to their subjective initiative, deepen their understanding of grammar rules, and avoid the tediousness of teacher’s one-way explanation. The sentences presented are closely combined with the textbook and daily life, which is conducive to students’ understanding and application of the past perfect tense. Activity 2: Distinguish and Practice. Focus on distinguishing the past perfect tense from the simple past tense, which is the difficult point of this lesson. The teacher explains the differences between the two tenses with specific examples: Example 1: a. They arrived at the station at ten yesterday. (simple past tense, expressing an action that happened at a specific time in the past) b. They had arrived at the station by ten yesterday. (past perfect tense, expressing an action that was completed before ten yesterday) Example 2: a. He entered the room, turned on the light and read a book. (simple past tense, expressing a series of consecutive actions in the past) b. When he entered the room, his mother had already turned on the light. (past perfect tense, expressing that the action of turning on the light was completed before entering the room) After the explanation, give students a set of fill-in-the-blank exercises, asking them to choose the correct form of the verbs in brackets (simple past tense or past perfect tense): 1. By the time I got home, my father ________ (cook) dinner. 2. She ________ (watch) TV when someone knocked on the door. 3. We ________ (learn) English for 5 years before we went to high school. 4. He ________ (lose) his key, so he couldn’t enter the room. Students complete the exercises independently, then check the answers in pairs, and the teacher explains the difficult ones in detail, focusing on guiding students to judge the time sequence of actions. Design Intention: The key to mastering the past perfect tense is to distinguish it from the simple past tense. Through specific examples and targeted exercises, students can clearly understand the differences between the two tenses and master the method of choosing the correct tense according to the context. Independent completion and pair checking can cultivate students’ autonomous learning ability and cooperative learning ability, and the teacher’s explanation can solve the doubts in students’ learning in time. Activity 3: Extended Practice. Design a situational task: Ask students to talk about a past experience in pairs, using the past perfect tense to express the actions that happened before a certain past action. For example: “Last weekend, I went to the library. Before I arrived there, my best friend had already been there.”. Each pair prepares for 3 minutes, then invites 2-3 pairs to present their dialogues in front of the class. The teacher comments on their performance, focusing on the correct use of the past perfect tense and the fluency of the dialogue. Design Intention: Situational practice connects grammar learning with real life, making grammar no longer abstract, but practical and useful. Through speaking practice, students can flexibly apply the past perfect tense to oral expression, improve their oral English ability, and at the same time enhance their confidence in speaking English in public. Step 4: Text Reading and Analysis (Integrate Vocabulary and Grammar) Activity 1: Fast Reading. Present the reading text of Using language (about the Pinta Island tortoise and the Galápagos Islands’ ecological protection). Ask students to read the text quickly and answer the following questions: 1. Why did the Pinta Island tortoise population decline? 2. What is the Giant Tortoise Reserve on Santa Cruz used for? 3. What can we learn from the text about the importance of ecological protection? After students finish reading, invite them to answer the questions. The teacher checks the answers and guides students to find the key information in the text, helping them grasp the main idea of the text. Design Intention: Fast reading training can improve students’ reading speed and ability to obtain key information quickly. The questions are designed around the main content of the text, which can guide students to focus on the key points when reading, and lay a foundation for the subsequent detailed reading and analysis. Activity 2: Careful Reading. Ask students to read the text carefully again, and complete the following tasks: Task 1: Underline the sentences in the text that use the past perfect tense, and analyze the time relationship between the actions in each sentence. Then, discuss in groups and share their analysis results. Task 2: Find the sentences in the text that contain the newly learned words (characteristic, blame, decline, etc.) and phrases (be native to), and explain their meanings in the context. After the tasks are completed, the teacher leads students to analyze the text together. For the sentences using the past perfect tense, the teacher asks students to explain the time sequence of actions, further consolidating the grammar knowledge learned. For the sentences with new words and phrases, the teacher guides students to understand their meanings and usages in the context, realizing the integration of vocabulary and text. In addition, the teacher guides students to analyze the structure of the text: the first part introduces the decline of the Pinta Island tortoise population and the reasons; the second part introduces the Giant Tortoise Reserve and the protection measures for giant tortoises; the third part emphasizes the importance of ecological protection. Through the analysis of the text structure, students can have a clearer understanding of the logical relationship of the text. Design Intention: Careful reading is conducive to students’ in-depth understanding of the text content, and integrating vocabulary and grammar into the text analysis can help students consolidate the newly learned knowledge in the context, realizing the application of knowledge. Analyzing the text structure can cultivate students’ logical thinking ability, helping them master the method of reading and analyzing expository texts. Activity 3: Text Retelling. Ask students to retell the text in their own words, using the newly learned vocabulary, phrases and the past perfect tense. They can retell it independently first, then practice in pairs, and finally invite several students to retell it in front of the class. The teacher comments on their retelling, focusing on the accuracy of vocabulary and grammar, the completeness of content and the fluency of expression. Design Intention: Text retelling can test students’ understanding of the text and their ability to apply vocabulary and grammar. It can also improve students’ oral expression ability and logical organization ability. Independent practice and pair practice can let every student participate in the activity, and the teacher’s comment can help students find their own shortcomings and improve in time. Step 5: Writing Practice (Apply Knowledge Comprehensively) Activity 1: Writing Guidance. The teacher introduces the writing task: Write a short passage (about 120 words) about an endangered animal, introducing its characteristics, the reasons for its endangerment and the protection measures. The teacher guides students to sort out the writing ideas: first, introduce the animal and its characteristics; second, explain the reasons for its endangerment (using the past perfect tense if necessary); third, put forward protection measures. Then, the teacher reminds students to use the newly learned vocabulary (characteristic, blame, decline, etc.), phrases (be native to, blame...on...) and the past perfect tense in the writing. In addition, the teacher gives a sample passage for students to refer to, focusing on how to use the newly learned knowledge in the passage. For example: The giant panda is a kind of animal native to China, with the characteristic of black and white fur. In the past few decades, the number of giant pandas declined because many forests were destroyed and their living environment was damaged. By the time the government took protective measures, many giant pandas had lost their homes. Now, the government has established nature reserves to protect them, and more and more giant pandas are living a safe life. Design Intention: Writing practice is an important way to test students’ comprehensive language application ability. Guiding students to sort out writing ideas can help them write logically and clearly. The sample passage can give students a clear reference, helping them understand how to apply the newly learned vocabulary and grammar to writing, reducing their difficulty in writing. Activity 2: Independent Writing. Students complete the writing task independently. The teacher walks around to guide students, helping them solve the problems encountered in writing, such as the correct use of vocabulary and grammar, the organization of sentences and the logical connection of the passage. For students with weak foundation, the teacher gives more guidance, such as reminding them of the collocation of words and the structure of sentences. Design Intention: Independent writing can cultivate students’ autonomous learning ability and comprehensive language application ability. The teacher’s on-site guidance can solve students’ doubts in time, help them correct mistakes in writing, and ensure that every student can complete the writing task smoothly. Activity 3: Evaluation and Revision. After students finish writing, organize them to exchange their works in pairs, and evaluate each other according to the following standards: 1. Are the vocabulary and grammar used correctly? 2. Is the content complete and logical? 3. Is the expression fluent? Then, students revise their own works according to the evaluation opinions of their partners. After that, the teacher selects several representative works (including excellent works and works with common mistakes) to comment on in class, affirming the advantages of excellent works and pointing out the common mistakes and revision methods. Design Intention: Peer evaluation can let students learn from each other, find their own shortcomings in writing, and improve their ability to evaluate and revise articles. The teacher’s class comment can focus on solving common problems in students’ writing, helping all students improve their writing level. At the same time, affirming students’ advantages can enhance their writing confidence. Step 6: Summary and Extension Activity 1: Lesson Summary. Invite students to summarize what they have learned in this lesson, including core vocabulary, phrases, grammar (past perfect tense) and the main content of the text. The teacher supplements and sorts out, helping students form a systematic knowledge framework. The teacher emphasizes the key and difficult points of this lesson again, such as the usage of the past perfect tense and the distinction between the past perfect tense and the simple past tense, and reminds students to review and consolidate them after class. Design Intention: Letting students summarize the lesson can help them sort out the knowledge learned, deepen their memory, and cultivate their ability to summarize and sort out knowledge. The teacher’s supplement and sorting out can help students form a systematic knowledge system, laying a foundation for their subsequent learning. Activity 2: Knowledge Extension. Introduce more information about endangered animals and ecological protection to students, such as the current situation of other endangered animals (such as Tibetan antelopes, giant pandas) and the global ecological protection measures. Ask students to think about: “What can we do as high school students to protect the environment and endangered animals?” Guide students to express their opinions freely, and cultivate their sense of environmental protection and social responsibility. Design Intention: Knowledge extension can broaden students’ horizons, let them understand more about the theme of ecological protection, and deepen their understanding of the theme significance of the unit. The discussion link can cultivate students’ critical thinking and sense of social responsibility, realizing the integration of language teaching and moral education. Activity 3: Homework Arrangement. Assign after-class homework: 1. Review the core vocabulary, phrases and grammar of this lesson, and complete the vocabulary and grammar exercises in the workbook. 2. Revise the writing works in class and improve them. 3. Surf the Internet to find more information about the Galápagos Islands or other endangered animals, and write a short English report (about 80 words) to share in the next class. Design Intention: After-class homework is an important way to consolidate the knowledge learned in class. The first homework helps students consolidate vocabulary and grammar; the second homework helps students improve their writing level; the third homework can cultivate students’ ability to collect and process information, and further expand their knowledge about the theme of the unit, laying a foundation for the next class. 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 $