Unit 3 Dancing with Words-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第一册

Unit 3 Dancing with Words-Section 3 Using English in Context 教学目标和重难点 教学目标 Language Competence: Enable students to master key vocabulary and sentence patterns in the context of "Dancing with Words", improve their ability to understand and use English in real situations, and enhance their skills in listening, speaking, reading and writing around the theme of language and words. Cultural Awareness: Guide students to explore the cultural connotations behind English words and expressions, understand the connection between language and culture, respect cultural diversity, and cultivate cross-cultural communication awareness. Thinking Quality: Help students develop logical thinking and critical thinking through analyzing context, reasoning meanings and solving language problems, and improve their ability to think and express in English. Learning Ability: Cultivate students' autonomous learning and cooperative learning abilities, guide them to master effective learning strategies such as context-based word memorization and situational application, and stimulate their enthusiasm for English learning. 教学重难点 Key Points: Master the key vocabulary (such as related words about language, communication and nature) and sentence patterns in Section 3; be able to accurately understand the meaning of words and sentences in specific contexts and use them flexibly in simple communicative activities; grasp the basic methods of using English in context. Difficult Points: How to accurately infer the meaning of new words and complex sentences according to the context; how to apply the learned language knowledge to practical communication scenarios appropriately; how to connect language use with cultural background and thinking habits. 教学过程 Step 1: Lead-in (Lead-in to the Theme and Activate Prior Knowledge) The teacher starts the class with a question-and-answer activity: “Boys and girls, we use words every day to communicate, express our feelings and describe the world around us. Do you think words can ‘dance’? How do words ‘dance’ in different contexts?” Then, the teacher shows some pictures related to the unit theme, such as snowstorms, sundogs, and people communicating in English, and asks students to describe what they see in simple English. After that, the teacher plays a short audio clip about people discussing the connection between words and natural phenomena, and asks students to listen carefully and answer two simple questions: 1. What are they talking about? 2. What words do they use to describe the natural phenomenon? Finally, the teacher summarizes the students’ answers, leads out the theme of this lesson — Using English in Context, and briefly introduces the learning objectives of the lesson. Design Intent: The question-and-answer activity at the beginning can arouse students’ interest in the lesson, stimulate their thinking about the relationship between words and context, and let students realize that words have different expressive effects in different contexts. The pictures and audio clips are closely related to the unit theme (Dancing with Words) and the content of Section 3 (exploring the connection between language and natural phenomena), which can help students activate their prior knowledge about language use and natural phenomena, lay a foundation for the subsequent learning of the lesson. At the same time, the simple listening and speaking activities can help students quickly enter the English learning state and build their confidence in learning. Step 2: Pre-reading (Preview Vocabulary and Predict the Text Content) First, the teacher presents the key vocabulary of this section on the blackboard or multimedia, including nouns (such as snowstorm, sundog, dialect, loanword), verbs (such as describe, explore, preserve, communicate), adjectives (such as vivid, practical, cultural, diverse) and some fixed phrases (such as root for words, be connected with, in context). For each word or phrase, the teacher does not directly explain the meaning, but provides simple context clues or example sentences, and asks students to guess the meaning independently or in groups. For example, for the word “sundog”, the teacher shows a picture of a sundog and says: “This is a kind of natural phenomenon that often appears in cold weather, and it looks like a bright spot beside the sun. What do we call it in English?” For the phrase “in context”, the teacher gives an example sentence: “To understand the meaning of this word, you need to read it in context.” Then, the teacher asks students to discuss in groups for 3 minutes, share their guessed meanings, and the teacher corrects and supplements them, emphasizing the importance of understanding words in context. After the vocabulary preview, the teacher shows the title of the text in Section 3 and some key sentences (without showing the full text), and asks students to predict the main content of the text. The teacher can guide students to put forward questions: “What do you think the text will talk about? Will it introduce how to use words in different contexts? Or will it talk about the relationship between words and culture or natural phenomena?” Students can express their opinions freely, and the teacher records their predictions on the blackboard. Finally, the teacher encourages students to read the text to verify their predictions. Design Intent: The way of guessing words through context clues conforms to the theme of this lesson — using English in context, which can not only help students master new vocabulary, but also let them initially master the method of inferring word meaning through context. Group discussion can cultivate students' cooperative learning ability and let them learn from each other. Predicting the text content before reading can stimulate students' reading motivation, help them form a preliminary understanding of the text, and improve their reading efficiency. At the same time, this link can also lay a solid vocabulary foundation for the subsequent intensive reading of the text. Step 3: While-reading (Intensive Reading and Contextual Analysis) This link is divided into two parts: skimming and scanning, and intensive reading and detailed analysis. First, skimming and scanning. The teacher asks students to read the full text quickly (skimming) and find out the main idea of the text. After reading, students are invited to share their answers, and the teacher summarizes: The text mainly discusses the importance of using English in context, introduces how to infer the meaning of words and sentences through context, and explores the connection between language, natural phenomena and culture, such as the description of snowstorms and sundogs, and the discussion on dialects and loanwords. Then, the teacher asks students to scan the text and find out the key information corresponding to the following questions: 1. What is the key to understanding English words and sentences? 2. What examples does the text use to illustrate the connection between language and natural phenomena? 3. What does the text say about dialects and loanwords? Students complete the task independently, and then check the answers in pairs. The teacher randomly asks several students to report their answers and makes necessary supplements and explanations. Then, intensive reading and detailed analysis. The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key sentences, difficult sentences and the use of context in each paragraph. For the first paragraph, the teacher focuses on the sentence: “Words are not just simple symbols; their meanings change with the context in which they are used.” The teacher asks students to think: “What does this sentence mean? Can you give an example to illustrate it?” Students can combine their own learning experience to give examples, such as the word “light”, which can mean “bright” in the sentence “The room is light”, and “not heavy” in the sentence “This box is light”. The teacher affirms students’ examples and emphasizes that understanding the context is the key to mastering the meaning of words. For the paragraphs about snowstorms and sundogs, the teacher asks students to find out the words and sentences used to describe these natural phenomena, such as “heavy snowstorm”, “bright sundogs”, “dance in the cold wind” and so on. Then, the teacher asks students to discuss: “Why does the author use the word ‘dance’ to describe these natural phenomena? What effect does it have?” Through discussion, students can understand that the word “dance” is used vividly here, which not only describes the dynamic state of snowstorms and sundogs, but also conforms to the unit theme “Dancing with Words”, making the language more vivid and interesting. The teacher also guides students to realize that when describing natural phenomena, we should choose appropriate words according to the specific context to make the description more accurate and vivid. For the paragraphs about dialects and loanwords, the teacher asks students to read carefully and answer: “What is a dialect? What is a loanword? Why are dialects and loanwords important in language communication?” Then, the teacher introduces some simple cultural background knowledge: Dialects are the local languages used in a certain area, which carry the cultural characteristics of the area; loanwords are words borrowed from other languages, which reflect the communication and integration between different cultures. The teacher asks students to think: “Can you give some examples of loanwords in Chinese and English?” For example, “coffee” in English is a loanword from Chinese, and “kung fu” in English is a loanword from Chinese. Through this link, students can understand the connection between language and culture, and cultivate their cultural awareness. In the process of intensive reading, the teacher also focuses on analyzing some difficult sentences, such as “It is important for us to pay attention to the context when we read or listen to English, because the same word or sentence may have different meanings in different contexts.” The teacher guides students to split the sentence structure: “It is important for sb. to do sth.” is the basic structure, and “because” leads a reason clause. Then, the teacher asks students to translate the sentence into Chinese and explain its meaning, ensuring that every student can understand the sentence. Design Intent: Skimming and scanning can help students quickly grasp the main idea and key information of the text, improve their reading speed and reading ability. Intensive reading and detailed analysis can help students deeply understand the content of the text, master key sentences and difficult sentences, and learn how to use language in context. The analysis of the word “dance” can help students understand the vividness of language and the connection with the unit theme. The introduction of cultural background knowledge about dialects and loanwords can help students expand their cultural vision, cultivate their cultural awareness, and realize the diversity of language and culture. The analysis of sentence structure can help students improve their ability to understand complex sentences and lay a foundation for their subsequent writing and translation. Step 4: While-speaking (Situational Practice and Language Application) After the intensive reading, the teacher organizes situational speaking activities to help students apply the learned language knowledge to practical communication. This link is divided into two group activities. Activity 1: Context-based Word Application. The teacher divides students into groups of 4-5, and each group is given a set of context cards. Each card has a specific context (such as describing a natural phenomenon, talking about dialects, introducing loanwords, etc.) and several key words (from the text). The task of each group is to use the key words to make sentences or have a short dialogue according to the given context. For example, one context card is: “You are talking with your foreign friend about the snowstorm in your hometown. Please use the words ‘snowstorm’, ‘vivid’, ‘describe’ to make a dialogue.” Each group has 5 minutes to prepare, and then each group sends a representative to present their dialogue or sentences to the whole class. After each group’s presentation, the teacher comments on their performance, affirms their advantages, and points out the problems in language use (such as incorrect word collocation, inappropriate sentence structure, etc.), and guides students to correct them. Activity 2: Theme Discussion. The teacher puts forward a discussion topic: “How can we better use English in context in our daily study and life?” Students discuss in groups for 7 minutes, and they can combine their own learning experience to put forward their own opinions, such as “We should pay attention to the context when reading English articles and listening to English materials”, “We can practice using English in daily communication, such as talking with classmates in English”, “We should learn more about the cultural background of English to better understand the meaning of words and sentences in context” and so on. After the discussion, each group sends a representative to share their group’s views, and the teacher summarizes the students’ opinions, emphasizing the key points of using English in context and encouraging students to apply these methods in their daily learning. Design Intent: Situational speaking activities are closely combined with the theme of the lesson, which can help students apply the learned vocabulary and sentence patterns to practical communication, improve their oral expression ability and language application ability. Group activities can cultivate students' cooperative learning ability and communication ability, let students learn from each other and make progress together. The discussion topic can guide students to think deeply about the practical significance of using English in context, help them form good learning habits, and improve their learning ability. The teacher's comments can help students find their own problems in language use and correct them in time, which is conducive to improving their language competence. Step 5: Post-reading (Consolidation and Expansion) This link includes three parts: vocabulary and sentence pattern consolidation, reading expansion and writing practice. First, vocabulary and sentence pattern consolidation. The teacher presents some exercises on the multimedia, including filling in the blanks with the key words and phrases learned in this lesson, rewriting sentences with the given sentence patterns, and translating simple sentences (from Chinese to English). For example, filling in the blanks: 1. We should ______ (探索) the connection between language and culture. 2. The meaning of this word can only be understood ______ (在语境中). Rewriting sentences: 1. It is important for us to master the method of using English in context. (Rewrite it with “To master... is important for us”) 2. The author uses the word “dance” to describe the snowstorm because it is vivid. (Rewrite it with “The reason why... is that...”) Translating sentences: 1. 方言是一个地区文化的重要组成部分。 2. 我们可以通过上下文来推断生词的意思。 Students complete the exercises independently, and then check the answers with the teacher. For the wrong exercises, the teacher explains the reasons in detail and guides students to correct them, emphasizing the correct use of vocabulary and sentence patterns in context. Then, reading expansion. The teacher provides a short English passage related to the theme of the lesson, which is about how to use English in daily communication. The passage is slightly simpler than the text in Section 3, and contains some of the key vocabulary and sentence patterns learned in this lesson. The teacher asks students to read the passage quickly, answer the following questions: 1. What is the main idea of the passage? 2. What suggestions does the passage give on using English in daily communication? After reading, students share their answers, and the teacher checks and explains. Then, the teacher asks students to find out the key words and sentences in the passage that are the same as or similar to those in the text, and discuss with their deskmates how to use these words and sentences in different contexts. Finally, writing practice. The teacher asks students to write a short passage (about 80-100 words) with the title “How to Use English in Context”. The requirements are: 1. Use at least 5 key words and phrases learned in this lesson; 2. Clearly express your own views on using English in context; 3. Use the correct sentence structure and keep the passage coherent. Students have 10 minutes to complete the writing task, and then exchange their passages with their deskmates for mutual evaluation. The evaluation criteria include: whether the key words are used correctly, whether the sentence structure is correct, whether the content is coherent, and whether the views are clear. After mutual evaluation, the teacher selects several typical passages (including excellent ones and those with problems) to comment on, affirms the advantages of the excellent passages, and guides students to correct the problems in the passages with problems. Design Intent: Vocabulary and sentence pattern exercises can help students consolidate the knowledge learned in this lesson, deepen their understanding and memory of key vocabulary and sentence patterns, and improve their ability to use them flexibly. Reading expansion can help students expand their reading scope, consolidate the method of using English in context, and improve their reading ability. Writing practice can integrate listening, speaking and reading, help students apply the learned language knowledge to writing, improve their writing ability, and at the same time cultivate their logical thinking ability. Mutual evaluation can let students learn from each other, find their own problems in writing, and improve their learning ability and critical thinking ability. Step 6: Summary and Homework First, summary. The teacher invites students to summarize the key points of this lesson independently, including the key vocabulary and sentence patterns, the method of using English in context, and the connection between language and culture. Then, the teacher makes a comprehensive summary: In this lesson, we have learned the importance of using English in context, mastered some key vocabulary and sentence patterns, learned how to infer the meaning of words and sentences through context, and understood the connection between language, natural phenomena and culture. We also practiced using English in situational speaking and writing activities, which improved our language application ability. The teacher emphasizes that using English in context is an important skill in English learning, and we should keep practicing it in our daily study and life. Then, homework. The teacher assigns three levels of homework to meet the needs of different students: 1. Basic homework: Review the key vocabulary and sentence patterns learned in this lesson, copy them three times, and make 5 sentences with the key words and phrases. 2. Improved homework: Read the text of Section 3 again, write a 50-word summary of the text, and find 3 more examples of words with different meanings in different contexts. 3. Challenging homework: Interview your foreign teacher (if any) or search for information online, find out more about loanwords in English, and write a short passage (about 120 words) to introduce them, and explain how to use these loanwords in context. Design Intent: Letting students summarize the lesson independently can help them sort out the knowledge learned in this lesson, deepen their understanding and memory, and improve their ability to summarize and sort out knowledge. The teacher's comprehensive summary can help students form a systematic understanding of the lesson and emphasize the key points and difficulties. Assigning hierarchical homework can meet the learning needs of different levels of students, let each student have a sense of achievement in learning, and at the same time guide students to consolidate the knowledge learned in class and expand their learning scope. The challenging homework can stimulate students' interest in autonomous learning and improve their ability to collect and process information. 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 $