Unit 5 Save the Planet-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版必修第二册

Unit 5 Save the Planet-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language competence: Master environmental vocabulary and sentence patterns to express environmental issues and solutions. Cultural awareness: Understand global environmental protection consensus and cross-cultural environmental concepts. Thinking quality: Cultivate logical and critical thinking to analyze environmental problems. Learning ability: Develop autonomous and cooperative learning skills in practical activities. 教学重难点 Key points: Master core environmental vocabulary (e.g., pollute, conserve, recycle) and functional sentences for discussing environmental protection measures. Difficult points: Flexibly use learned knowledge to put forward practical environmental solutions in real scenarios. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of vivid pictures and short videos, which include serious environmental problems such as plastic pollution in oceans, deforestation, air pollution in cities, and the dying of wild animals due to habitat destruction. After playing the videos and displaying the pictures, the teacher asks students two open-ended questions in English: “What environmental problems can you see in the pictures and videos? Have you ever encountered such problems in your daily life?” Then, the teacher invites 3-4 students to share their answers in front of the class. For students who have difficulty expressing themselves, the teacher gives appropriate hints, such as providing key words like “plastic bags”, “trees”, “air quality” and “wild animals”. After the sharing, the teacher makes a brief summary: “These environmental problems are happening around us every day, and they are threatening our living planet. Today, we will learn Section 2 Learning Through Practice and explore how we can take action to save the planet through practical activities.” Design Intention: The lead-in link uses visual materials such as pictures and videos to stimulate students’ sensory experience, making abstract environmental problems more concrete and intuitive. This not only helps students quickly enter the theme of the unit but also activates their prior knowledge about environmental protection, such as relevant vocabulary and life experiences. Asking open-ended questions encourages students to actively think and express themselves, which lays a foundation for the subsequent learning of language knowledge and practical activities. At the same time, it can arouse students’ sense of responsibility for environmental protection and stimulate their interest in learning this section. Presentation: Master Core Vocabulary and Sentence Patterns First, the teacher presents the core vocabulary of this section on the blackboard or multimedia courseware, including verbs (pollute, conserve, recycle, reduce, reuse, protect), nouns (pollution, conservation, recycling, waste, resource, environment), and adjectives (polluted, renewable, sustainable). For each word, the teacher pronounces it clearly and correctly, and asks students to follow along twice to ensure that students master the correct pronunciation. Then, the teacher explains the meaning of each word in simple English, and combines it with specific examples related to environmental protection to help students understand and remember. For example, when explaining “recycle”, the teacher says: “Recycle means to process used materials so that they can be used again. For example, we can recycle plastic bottles, paper and glass to reduce waste.” When explaining “conserve”, the teacher gives the example: “We should conserve water and electricity in our daily life to save natural resources.” After explaining the vocabulary, the teacher presents the functional sentence patterns commonly used in discussing environmental protection measures, such as: We should/should not do... It is necessary/important for us to do... One effective way to protect the environment is to do... We can take action by doing... The teacher explains the usage of each sentence pattern, and gives example sentences combined with environmental protection themes. For example, “We should recycle waste paper to protect trees.” “It is important for us to conserve energy in our daily life.” Then, the teacher organizes students to do a pair work activity: each pair uses the newly learned vocabulary and sentence patterns to discuss one environmental problem and put forward one corresponding solution. During the pair work, the teacher walks around the classroom, observes students’ communication situation, and provides timely help for students who have difficulties in using vocabulary or sentence patterns, such as correcting wrong expressions and prompting key words. After the pair work, the teacher invites 2-3 pairs to present their dialogues in front of the class, and makes comments on their performance, affirming their correct use of vocabulary and sentence patterns, and pointing out and correcting existing mistakes. Finally, the teacher summarizes the key points of vocabulary and sentence patterns, emphasizing the flexible use of functional sentence patterns in practical communication. Design Intention: Vocabulary and sentence patterns are the basis of language communication. This link focuses on the teaching of core vocabulary and functional sentence patterns, which conforms to the cognitive law of students from simple to complex. By combining pronunciation teaching, meaning explanation and example demonstration, students can better understand and remember vocabulary and sentence patterns. The pair work activity provides students with opportunities to practice using language, which helps them consolidate the knowledge they have just learned and improve their oral expression ability. The teacher’s observation and guidance in the process can timely solve students’ learning difficulties and ensure the effectiveness of language learning. The presentation and comment link can not only check students’ learning effect but also encourage students to actively participate in classroom activities. Practice: Strengthen Language Application Through Interactive Activities This part is divided into two interactive activities to help students further consolidate and apply the learned vocabulary and sentence patterns, and gradually improve their language application ability. Activity 1: Group Discussion - “Environmental Problems Around Us and Solutions” The teacher divides students into groups of 4-5, and assigns a specific environmental problem to each group, such as “plastic pollution in our school”, “air pollution in our city”, “water waste in daily life” and “deforestation near our community”. Each group is required to discuss the following three questions: What are the specific manifestations of this environmental problem? What harm does this problem bring to our life and the planet? What practical measures can we take to solve this problem? During the discussion, each group should designate a recorder to record the key points of the discussion, and a speaker to present the group’s opinions after the discussion. The teacher puts forward clear requirements: all discussions must be carried out in English, and students should try their best to use the vocabulary and sentence patterns learned in this section. During the group discussion, the teacher walks around each group, listens to their discussions, guides students to think deeply, and helps students solve language problems encountered in the discussion, such as how to express a certain idea more accurately and how to use a certain sentence pattern flexibly. After the discussion, each group’s speaker presents the group’s opinions in front of the class. The presentation time of each group is controlled appropriately, and other students are required to listen carefully and take notes. After all groups finish their presentations, the teacher makes a summary, affirms the positive performance of each group, such as the practicality of the proposed solutions and the fluent use of language, and puts forward suggestions for improvement, such as how to make the solutions more detailed and how to use more diverse sentence patterns. At the same time, the teacher sorts out the key points of each group’s discussion and writes them on the blackboard for students to review. Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and oral expression ability. By assigning specific environmental problems to each group, students can focus on the discussion and avoid aimless communication. The requirements of using English for discussion can force students to actively use the learned vocabulary and sentence patterns, realizing the application of knowledge. The recorder and speaker in each group can ensure that every student participates in the activity, avoiding the phenomenon that individual students do not participate in the discussion. The teacher’s guidance and summary can help students sort out their ideas, improve the depth and pertinence of the discussion, and further consolidate the language knowledge they have learned. Activity 2: Role-Play - “Environmental Protection Promotion Activity” The teacher sets a real scene: “Our school will hold an environmental protection promotion activity in the campus. You are volunteers of the activity, and you need to persuade other students to take part in environmental protection activities and put forward specific environmental protection suggestions to them.” Then, the teacher divides students into pairs, one as a volunteer and the other as a student who is not very aware of environmental protection. The two students make a dialogue according to the scene. The volunteer needs to use the learned vocabulary and sentence patterns to introduce the importance of environmental protection, point out the bad environmental behaviors in daily life, and put forward practical environmental protection suggestions; the student who is not aware of environmental protection can put forward some doubts, such as “Is it necessary for us to do small things like saving water and electricity?” “Will our actions really help protect the planet?” The volunteer needs to answer these doubts patiently and persuasively. Before the role-play, the teacher gives a sample dialogue to guide students. For example: Volunteer: “Hi, friend. Do you know that our planet is facing many environmental problems?” Student: “I know, but I think those problems are very far from us. What can we do?” Volunteer: “It is important for us to do small things in our daily life. For example, we can reuse plastic bags instead of throwing them away, and we can turn off the lights when we leave the classroom. These small actions can help protect the environment.” Student: “Really? I will try it. Thank you.” Then, students start the role-play activity. During the activity, the teacher walks around the classroom, observes students’ performance, and gives guidance and help to students who have difficulties in dialogue design or language expression. After the role-play, the teacher invites 2-3 pairs to perform their dialogues in front of the class, and makes comments on their performance, focusing on the fluency of the dialogue, the correct use of vocabulary and sentence patterns, and the persuasiveness of the volunteer’s words. At the same time, the teacher encourages students to put forward different dialogue ideas and improve their ability to use language flexibly in different scenarios. Design Intention: Role-play activity simulates real communication scenarios, which can help students apply the learned language knowledge to real life, improving their practical language application ability. The setting of the scene is close to students’ campus life, which makes students feel familiar and can better stimulate their enthusiasm for participation. The interaction between volunteers and students who are not aware of environmental protection can not only exercise students’ oral expression ability but also deepen their understanding of the importance of environmental protection. The sample dialogue provided by the teacher can help students quickly enter the role and master the basic framework of the dialogue, while the teacher’s guidance and comments can help students find their own shortcomings and improve their language application level. Consolidation: Deepen Understanding Through Reading and Writing First, the teacher presents a short passage related to environmental protection practice. The passage mainly introduces the environmental protection measures taken by a middle school, such as setting up recycling bins, holding environmental protection lectures, and organizing students to plant trees. The difficulty of the passage is suitable for senior high school students, and it includes the core vocabulary and sentence patterns learned in this section. The teacher asks students to read the passage silently first, and then answer the following questions: What environmental protection measures has the middle school taken? What is the purpose of these measures? What can we learn from this middle school? After students finish reading and answering the questions, the teacher checks the answers with the whole class, and explains the difficult sentences in the passage, such as long sentences and sentences with complex structures, to help students deepen their understanding of the passage. Then, the teacher asks students to read the passage aloud twice, paying attention to the pronunciation, intonation and pause, so as to improve their reading ability and sense of language. Next, the teacher arranges a writing task: “Write a short passage about ‘My Environmental Protection Plan’ with 80-100 words. You should include the environmental problems you care about and the specific environmental protection measures you will take in your daily life. Try to use the vocabulary and sentence patterns learned in this section.” Before writing, the teacher gives a writing outline to guide students: Start with the environmental problem you care about; Put forward 2-3 specific environmental protection measures; Express your determination to protect the environment. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as how to organize the structure of the passage and how to use the learned vocabulary and sentence patterns correctly, and corrects the grammar mistakes and spelling mistakes in students’ manuscripts in a timely manner. After students finish writing, the teacher collects some students’ manuscripts (including excellent manuscripts and manuscripts with common mistakes), displays them on the multimedia courseware, and comments on them. For excellent manuscripts, the teacher affirms their advantages, such as clear structure, correct use of language and practical measures, and asks other students to learn from them; for manuscripts with mistakes, the teacher points out the common mistakes and corrects them, helping students avoid similar mistakes in the future. Finally, the teacher asks students to revise their own manuscripts according to the comments, and exchange their manuscripts with their deskmates to check and correct each other. Design Intention: Reading and writing are important parts of language learning, which can help students consolidate their language knowledge and improve their comprehensive language ability. The selected short passage is closely related to the theme of this section and contains the learned vocabulary and sentence patterns, which can help students review and consolidate the knowledge while improving their reading ability. The writing task is closely combined with students’ daily life, which can stimulate students’ writing enthusiasm and make them have something to write. The writing outline provided by the teacher can help students sort out their writing ideas and ensure the rationality of the passage structure. The teacher’s guidance and comment link can help students find their own shortcomings in reading and writing, and improve their reading and writing level. The mutual checking between deskmates can not only help students correct mistakes but also cultivate their cooperative learning ability. Summary and Extension: Integrate Knowledge and Guide Practice First, the teacher leads students to summarize the content of this class. The teacher asks students to recall: “What vocabulary and sentence patterns have we learned today? What practical activities have we done? What have we learned about environmental protection?” Then, the teacher makes a systematic summary: “In this class, we have mastered the core vocabulary and functional sentence patterns related to environmental protection, and carried out group discussion, role-play, reading and writing activities. Through these activities, we not only improved our language application ability but also deepened our understanding of environmental protection. We have realized that environmental protection is everyone’s responsibility, and small actions in daily life can make a big difference to our planet.” Then, the teacher carries out the extension activity: “Environmental protection is not only a topic in the classroom but also a responsibility in our life. After class, please complete two tasks: Form a small group with your classmates, investigate the environmental problems in your community, and write a simple investigation report, which includes the environmental problems, their harms and solutions. Put forward 3-5 environmental protection suggestions that you can insist on in your daily life, and put them into practice, and record your practice process (such as taking photos, writing a diary). We will share our investigation reports and practice experiences in the next class.” Finally, the teacher ends the class with an inspiring sentence: “Our planet is our home. Let’s take action together, use the knowledge we have learned to protect our home, and make the planet more beautiful.” Design Intention: The summary link helps students sort out the knowledge and activities of the whole class, consolidate the learning results, and form a systematic knowledge framework. The extension activity connects classroom learning with real life, which not only helps students apply the learned language knowledge and environmental protection concepts to practice but also cultivates their practical ability and sense of social responsibility. The after-class tasks are specific and operable, which can guide students to actively participate in environmental protection practice and realize the teaching goal of “learning through practice”. The inspiring sentence at the end of the class can arouse students’ emotional resonance and strengthen their determination to protect the environment. 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 $