Unit 5 A delicate World-Presenting ideas 教案-2025-2026学年高中英语外研版选择性必修第二册

Unit 5 A delicate World-Presenting ideas 内容导航 This section, based on the unit theme "A delicate World" and the context of "Man and Nature", focuses on guiding students to master the structure and language features of speeches. It helps students integrate the core vocabulary, grammar and topic knowledge learned in the unit, practice expressing views on ecological protection, and finally complete the presentation of ideas through speech, so as to realize the comprehensive application of language and the in-depth understanding of the theme of ecological protection. 教学目标和重难点 1. 教学目标 Linguistic Competence: Master the key vocabulary and sentence patterns related to ecological protection and speech, and improve the ability of oral expression and logical organization. Cultural Awareness: Understand the global consensus on ecological protection, cultivate the awareness of harmonious coexistence between man and nature, and enhance cross-cultural communication ability. Thinking Quality: Develop logical thinking through organizing speech content, and cultivate critical thinking and innovative thinking through discussing ecological issues. Learning Ability: Learn to use learning strategies such as cooperation and inquiry to improve the ability of independent learning and knowledge application. 2. 教学重难点 Key Points: Master the basic structure of speeches (opening, body and conclusion) and the common language expressions in each part; Be able to use the core vocabulary and grammar of the unit (such as preposition + relative pronoun attributive clause, that-clause) to express views on ecological protection. Difficult Points: How to organize speech content logically, connect each part naturally, and make the speech persuasive; How to combine practical life, put forward unique views on ecological protection, and avoid perfunctory and empty expressions. 教学过程 Warm-up and Lead-in Activity 1: Theme Review and Discussion The teacher shows pictures and short videos about fragile ecosystems, such as the recovery process of Macquarie Island's ecosystem, the impact of red-eared slider turtles on the local ecosystem, and the good protection of Shennongjia's ecosystem. Then the teacher asks students the following questions in English: "What do you think of the relationship between human beings and nature after watching these materials?" "What ecological problems have you seen in your life?" "What can we do to protect the delicate world?" Students are invited to answer the questions freely. The teacher guides students to review the core content of the unit, such as key vocabulary (comparison, endangered, on behalf of) and the theme of ecological protection. After students' answers, the teacher makes a brief summary, emphasizing that the earth's ecosystem is delicate and fragile, and everyone has the responsibility to protect it. Then the teacher leads in the topic of this lesson: "Today, we will learn how to present our ideas on ecological protection through speeches, which is the core content of Presenting ideas." Design Intention: This activity connects the previous learning content of the unit, helps students recall the key knowledge and the theme of the unit, and lays a foundation for the subsequent speech learning. The vivid pictures and short videos can arouse students' interest in learning, stimulate their enthusiasm for participating in classroom activities, and let students realize the importance of ecological protection in a visual way, so as to naturally lead in the teaching content of this lesson. Activity 2: Speech Recognition and Experience The teacher plays a short English speech about ecological protection (about 3-5 minutes), which is simple in language, clear in structure and closely related to the unit theme. After playing it once, the teacher asks students to think about two questions: "What is the main idea of this speech?" "What parts does the speech consist of?" Then the teacher plays the speech again, and asks students to take notes while listening, marking the key sentences of each part of the speech. After listening, the teacher organizes students to discuss in groups of 4, share their notes and opinions, and then invites several groups to report their discussion results. The teacher summarizes and combs out the basic structure of the speech with the students: Opening (greeting, introducing the background and purpose of the speech), Body (expounding the main ideas and supporting them with data, examples or comparisons), Conclusion (summarizing the main points and putting forward calls or expectations). At the same time, the teacher writes the structure on the blackboard for students to remember. Design Intention: Through listening to real speech materials, students can intuitively feel the characteristics and structure of speeches, which is more vivid and easy to understand than direct explanation. Group discussion can promote students' communication and cooperation, let students learn from each other, and deepen their understanding of the structure of speeches. Taking notes while listening can also improve students' listening ability and information capture ability, laying a foundation for the subsequent speech writing and presentation. Presentation and Explanation Activity 1: Analysis of Speech Structure and Language Features The teacher takes the speech played in the warm-up link as an example, and analyzes the structure and language features of each part in detail with the students. First, the opening part. The teacher extracts the opening sentences of the speech, such as "Good morning, everyone! Today, I want to talk about a topic that is closely related to all of us — protecting our delicate world." Then the teacher explains: "The opening of a speech usually starts with a greeting, which can narrow the distance with the audience. Then it introduces the background or purpose of the speech, so that the audience can quickly understand the theme of the speech." At the same time, the teacher introduces common opening expressions, such as "Noticing the universal acceptance of environmental protection, I would like to share my ideas on protecting our delicate world." "The recent popularity of ecological protection has encouraged me to give a speech on this important topic." Second, the body part. The teacher analyzes the body content of the speech, points out that the body part is the core of the speech, which needs to expound the main ideas clearly, and supports the views with specific examples, data or comparisons. For example, in the speech, the speaker mentions "Every year, millions of species become endangered because of human activities, such as deforestation and pollution", which uses data to support the view that human activities damage the ecosystem. The teacher also emphasizes the use of connecting words in the body part, such as "firstly, secondly, finally", "besides", "in addition", which can make the speech more logical. At the same time, the teacher combines the grammar knowledge of the unit, such as the attributive clause guided by "preposition + relative pronoun" and the noun clause guided by "that", and gives examples in the speech, so that students can understand how to apply the grammar knowledge in the speech. Third, the conclusion part. The teacher extracts the conclusion sentences of the speech, such as "In conclusion, protecting our delicate world is our common responsibility. Let's take action together to make the earth a better place." Then the teacher explains: "The conclusion of a speech usually summarizes the main points of the speech, and puts forward calls or expectations, which can arouse the resonance of the audience and strengthen the influence of the speech." The teacher also introduces common conclusion expressions, such as "In a word, we should attach great importance to ecological protection." "I hope everyone can take practical actions to protect our home." In the process of analysis, the teacher invites students to participate in the discussion, asks students to find more examples in the speech, and summarizes the language features of the speech together with the students: simple and clear language, strong logic, close combination with the theme, and appropriate use of rhetorical devices (such as emphasis, parallelism) to enhance persuasiveness. Design Intention: Taking the speech materials that students have heard as examples, it is easier for students to understand and accept the structure and language features of speeches. Detailed analysis can help students master the key points of speech writing, and combining with the unit's grammar knowledge can realize the integration of knowledge, help students apply the learned grammar to practical expression, and lay a solid foundation for the subsequent speech writing. Inviting students to participate in the discussion can mobilize their learning initiative and improve their ability of analysis and summary. Activity 2: Key Vocabulary and Sentence Pattern Review The teacher sorts out the key vocabulary and sentence patterns related to ecological protection and speech in the unit, and reviews them with students, so as to help students better apply them in speech writing. First, key vocabulary review. The teacher lists the core vocabulary on the blackboard, such as endangered, delicate, ecosystem, conservation, pollution, deforestation, on behalf of, contribute to, take action, etc. For each word, the teacher asks students to read it aloud, explain its meaning, and make a sentence related to ecological protection. For example, for "endangered", students can make sentences like "Many endangered animals are in danger of extinction because of human activities." The teacher corrects students' sentences and emphasizes the correct use of words. Second, key sentence pattern review. The teacher lists common sentence patterns in speeches, such as: 1. Sth features..., which will bring people... 2. It is noteworthy that..., which... 3. Of equal importance, ..., where people can... 4. In my opinion, we should... 5. We can take measures such as... to... For each sentence pattern, the teacher gives an example related to ecological protection, and then asks students to practice making sentences in pairs. After practice, the teacher invites several students to share their sentences and gives comments and guidance. At the same time, the teacher reminds students to pay attention to the collocation of words and the correctness of grammar when using these vocabulary and sentence patterns, and avoid making mistakes in expression. Design Intention: Vocabulary and sentence patterns are the basis of language expression. Reviewing the key vocabulary and sentence patterns of the unit can help students consolidate the learned knowledge, ensure that students can use the correct language to express their views in speech writing, avoid the problem of insufficient vocabulary or incorrect sentence patterns, and improve the accuracy and fluency of speech expression. Pair practice can increase students' practice opportunities and improve their language application ability. Practice and Consolidation Activity 1: Outline Writing Practice The teacher assigns a speech topic: "How to Protect Our Delicate Ecosystem". Then the teacher guides students to design the outline of the speech according to the structure of the speech (opening, body, conclusion) learned earlier. First, the teacher gives a sample outline for students to refer to: Opening: Greet the audience, introduce the importance of protecting the ecosystem, and clarify the purpose of the speech. Body: 1. The current situation of the ecosystem (some ecological problems caused by human activities); 2. The importance of protecting the ecosystem (the relationship between ecosystem and human survival); 3. Specific measures to protect the ecosystem (individual, society, country). Conclusion: Summarize the main points, call on everyone to take action to protect the ecosystem. Then students are asked to work in groups of 4 to discuss and design their own speech outlines. In the process of discussion, the teacher walks around the classroom, observes the discussion situation of each group, and gives guidance to students who have difficulties. For example, some students may not know how to arrange the body content logically, and the teacher can guide them to sort out the ideas according to the sequence of "current situation - importance - measures"; some students may lack specific examples, and the teacher can remind them to combine their own life experience or the knowledge learned in the unit to supplement examples. After the group discussion, each group selects a representative to present their speech outline to the whole class. The teacher and other students listen carefully, and put forward suggestions for revision after the presentation, such as whether the structure is complete, whether the logic is clear, whether the content is specific, etc. The teacher makes a summary, affirms the advantages of each group's outline, points out the existing problems, and guides students to revise and improve their own outlines. Design Intention: Outline writing is the premise of speech writing. Through outline writing practice, students can sort out their own ideas, clarify the structure and content of the speech, and avoid the problem of disorganized speech content. Group discussion can promote students' cooperation and communication, let students learn from each other's strengths, and improve the quality of the outline. The teacher's guidance and students' mutual evaluation can help students find their own shortcomings and improve their outline design ability, laying a foundation for the subsequent speech writing. Activity 2: Speech Draft Writing On the basis of completing the speech outline, students are asked to write their own speech drafts independently. The teacher puts forward the following requirements: 1. The structure is complete, including opening, body and conclusion; 2. The content is specific, with appropriate examples, data or comparisons to support the views; 3. Correctly use the key vocabulary and sentence patterns of the unit, and pay attention to the correctness of grammar and the fluency of expression; 4. Combine practical life, put forward unique views, and avoid empty expressions; 5. The language is appropriate for speech, simple and clear, and easy to understand. In the process of writing, the teacher walks around the classroom, answers students' questions in time, and gives targeted guidance to students with difficulties. For example, some students may have difficulty in using the attributive clause guided by "preposition + relative pronoun", and the teacher can give specific examples to help them understand; some students may have insufficient content in the body part, and the teacher can remind them to add specific measures or examples; some students may have problems in the connection of sentences, and the teacher can guide them to use appropriate connecting words. After students finish writing the speech draft, they exchange their drafts with their deskmates, read each other's drafts, and put forward revision suggestions according to the requirements put forward by the teacher (such as whether the structure is complete, whether the language is correct, whether the content is specific, etc.). Students revise their own speech drafts according to their deskmates' suggestions. The teacher collects some typical speech drafts (including excellent drafts and drafts with common problems), and comments on them in class. For excellent drafts, the teacher affirms their advantages and invites the students who wrote them to share their writing experience; for drafts with common problems, the teacher points out the problems and guides students to revise them together. Design Intention: Speech draft writing is the key link of this lesson, which can test students' comprehensive application ability of vocabulary, grammar and speech structure. Independent writing can cultivate students' independent thinking ability and language expression ability. Mutual evaluation between deskmates can let students learn from each other, find their own shortcomings, and improve their writing level. The teacher's targeted guidance and class comments can help students solve common problems in writing, further standardize their speech writing, and improve the quality of their speech drafts. Activity 3: Speech Practice and Improvement After revising the speech draft, students are asked to practice speaking their own speeches in pairs. The teacher puts forward the following requirements for speech practice: 1. Speak fluently, without pauses or repetitions; 2. Pronounce correctly, with appropriate intonation and stress, and express emotions appropriately; 3. Maintain a natural posture, make eye contact with the audience, and have appropriate body language; 4. Control the speed of speech, not too fast or too slow, so that the audience can clearly hear the content. In the process of pair practice, students listen to each other's speeches, and put forward suggestions for improvement, such as pronunciation, intonation, posture, speed, etc. The teacher walks around the classroom, observes the practice situation of each pair, and gives guidance to students who have difficulties. For example, some students may be nervous and speak incoherently, and the teacher can encourage them and guide them to practice step by step; some students may have incorrect pronunciation, and the teacher can correct it for them; some students may lack body language, and the teacher can demonstrate and guide them to use appropriate body language. After pair practice, the teacher invites several students to give speeches in front of the whole class. The other students listen carefully and evaluate the speeches according to the evaluation criteria (structure, content, language, pronunciation, posture, etc.). The teacher makes a summary evaluation, affirms the advantages of the students' speeches, points out the areas that need improvement, and gives specific improvement suggestions. For example, if a student's speech is fluent but lacks examples, the teacher can remind him to add appropriate examples to enhance persuasiveness; if a student's pronunciation is correct but the intonation is flat, the teacher can guide him to adjust the intonation to express emotions better. After the class speech, students are asked to revise their own speeches again according to the evaluation suggestions, and practice speaking again to further improve their speech level. Design Intention: Speech practice is the key link to realize the goal of "Presenting ideas". Through pair practice and class speech, students can improve their oral expression ability, pronunciation and intonation, and enhance their confidence in speaking English. Mutual evaluation and teacher's evaluation can help students find their own shortcomings in speech, and further improve their speech skills. Repeated revision and practice can make students' speeches more perfect, and truly realize the comprehensive application of language and the presentation of ideas. Application and Extension Activity 1: Theme Discussion and Innovation The teacher raises a more in-depth topic for students to discuss: "What new challenges will the global ecosystem face in the future? What new measures can we take to protect the delicate world?" Students are asked to discuss in groups of 4, combine the knowledge learned in the unit and the information they know, put forward their own views and suggestions, and record the key points of the discussion. After the group discussion, each group selects a representative to report the discussion results to the whole class. The teacher and other students listen carefully, and carry out in-depth exchanges and discussions on the views put forward by each group. For example, some groups may mention the impact of climate change on the ecosystem, and put forward measures such as reducing carbon emissions and promoting renewable energy; some groups may mention the problem of plastic pollution, and put forward measures such as reducing the use of plastic products and promoting environmental protection materials. The teacher makes a summary, affirms the innovative views of each group, and guides students to realize that ecological protection is a long-term task that requires continuous exploration and innovation. Design Intention: This activity can expand students' thinking, let students go beyond the content of the textbook, pay attention to the current global ecological problems, and cultivate their innovative thinking and sense of social responsibility. Group discussion can promote students' in-depth communication and cooperation, let students learn from each other's views, and improve their ability of analyzing and solving problems. Activity 2: Speech Competition and Practice The teacher organizes a small speech competition with the theme of "Protecting Our Delicate World". Students are invited to sign up voluntarily, and give speeches in front of the whole class according to their revised speech drafts. The teacher invites several students and himself to form a judging group, and evaluates the speeches according to the evaluation criteria (structure completeness, content richness, language fluency, pronunciation accuracy, emotional expression, posture and body language, etc.). After all the contestants finish their speeches, the judging group announces the results, and awards certificates of honor to the outstanding contestants (such as first prize, second prize, third prize, best expression award, etc.). The teacher makes a summary of the speech competition, affirms the efforts and progress of all the contestants, and emphasizes that the purpose of the speech competition is not to compete, but to provide a platform for students to show themselves, practice their speech skills, and deepen their understanding of the theme of ecological protection. For students who do not sign up for the competition, they are asked to listen carefully to the speeches, take notes, and write a short comment on one of the speeches, including the advantages and suggestions for improvement of the speech. Design Intention: The speech competition can stimulate students' learning enthusiasm and competitive awareness, provide a platform for students to show their speech skills, and further improve their oral expression ability and confidence in speaking English. The evaluation of the judging group and the comments of the students can help students learn from each other, and further improve their speech level. At the same time, it can deepen students' understanding of the theme of ecological protection and enhance their sense of responsibility and mission. Activity 3: After-class Extension Task The teacher assigns after-class extension tasks to students, which are divided into two parts: 1. Revise and improve their own speech drafts again, and record their own speeches in the form of audio or video, and submit them to the teacher after class. 2. Collect information about global ecological protection, write a short English report (about 150 words), and share it with the class in the next lesson. The teacher explains the requirements of the task, reminds students to pay attention to the accuracy and authenticity of the collected information, and the correctness and fluency of the language in the report. At the same time, the teacher tells students that they can use the Internet, books, newspapers and other channels to collect information, and can consult the teacher if they have any difficulties. Design Intention: The after-class extension task can extend the classroom teaching to the after-class, help students consolidate the knowledge and skills learned in the class, and further improve their language application ability. Recording speeches can let students check their own speech situation, find their own shortcomings, and improve their speech level. Collecting information and writing reports can cultivate students' ability of information collection and processing, and let students pay more attention to global ecological problems, so as to deepen their understanding of the theme of the unit. Summary and Reflection Activity 1: Classroom Summary The teacher leads students to review the key content of this lesson: 1. The basic structure of the speech (opening, body, conclusion) and the language features of each part; 2. The key vocabulary and sentence patterns related to ecological protection and speech; 3. The steps of speech writing and presentation (outline design, draft writing, speech practice). The teacher emphasizes that this lesson focuses on guiding students to master the method of presenting ideas through speeches, and hopes that students can apply the knowledge and skills learned in this lesson to practical life, actively express their views on ecological protection, and take practical actions to protect our delicate world. Then the teacher invites several students to share their gains and feelings in this lesson, such as what knowledge and skills they have learned, what difficulties they have encountered and how to solve them, and what their views on ecological protection are. The teacher listens carefully to the students' sharing and gives positive comments and encouragement. Design Intention: Classroom summary can help students sort out the key content of the lesson, consolidate the learned knowledge and skills, and form a systematic knowledge framework. Inviting students to share their gains and feelings can let the teacher understand the students' learning situation, and at the same time, it can cultivate students' ability of summary and expression, and enhance their sense of participation and achievement. Activity 2: Learning Reflection The teacher asks students to carry out learning reflection independently, and think about the following questions: 1. What have I learned in this lesson? What knowledge and skills have I mastered? 2. What difficulties have I encountered in the process of learning (such as outline design, draft writing, speech practice)? How can I solve these difficulties? 3. What are my advantages and shortcomings in speech writing and presentation? How can I improve them? 4. How can I apply the knowledge and skills learned in this lesson to practical life? Students write down their own learning reflections in their exercise books, and submit them to the teacher after class. The teacher reads the students' learning reflections carefully, understands the students' learning situation and existing problems, and makes targeted guidance and help for the students in the next lesson. Design Intention: Learning reflection is an important part of improving students' learning ability. Through learning reflection, students can clearly understand their own learning situation, find their own advantages and shortcomings, and put forward targeted improvement measures. This helps students form good learning habits, improve their learning efficiency, and promote their all-round development. The teacher can also understand the effect of classroom teaching through students' learning reflections, and adjust the teaching plan and method in time to improve the quality of teaching. Activity 3: Homework Arrangement On the basis of the after-class extension task, the teacher arranges the following homework: 1. Complete the after-class extension task (revise the speech draft, record the speech, write the English report); 2. Recite the key vocabulary and sentence patterns of the unit, and be able to use them flexibly; 3. Preview the next lesson's content, and understand the basic theme and key points of the next lesson. The teacher reminds students to complete their homework on time, pay attention to the quality of their homework, and ask the teacher or classmates for help if they have any difficulties. Design Intention: Homework arrangement can help students consolidate the knowledge and skills learned in the class, and lay a foundation for the learning of the next lesson. Reciting vocabulary and sentence patterns can strengthen students' memory and improve their language application ability. Previewing the next lesson's content can help students better adapt to the next lesson's teaching, improve the learning efficiency of the next lesson. 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 $