Unit 5 Save the Planet-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第二册

Unit 5 Save the Planet-Section 3 Using English in Context 教学目标和重难点 教学目标 Language Ability: Master key words and sentence patterns related to environmental protection, and be able to use English to express environmental problems, causes and solutions in real contexts. Cultural Awareness: Understand the global consensus on environmental protection, respect the environmental concepts of different countries, and establish a sense of global responsibility. Thinking Quality: Develop logical thinking and critical thinking by analyzing environmental issues and exploring solutions. Learning Ability: Cultivate the habit of autonomous learning and cooperative inquiry, and learn to use multiple resources to improve English application ability in environmental contexts. 教学重难点 Key Points: Master core vocabulary such as pollution, conserve, recycle, renewable and key sentence patterns like “It is important to do sth.” and “We should take measures to...”; be able to understand and use English in environmental contexts such as discussing environmental problems and putting forward suggestions. Difficult Points: Flexibly use the learned language knowledge to express personal views on environmental protection fluently and accurately; understand the logical connection of context and improve the ability of contextual application. 教学过程 Step 1: Lead-in (Lead-in to the Context) The teacher starts the class by showing a series of short video clips and pictures about environmental problems, including plastic pollution in oceans, deforestation, air pollution and the reduction of rare animals. After playing the video and displaying the pictures, the teacher asks the students questions in English: “What do you see in the video and pictures? What environmental problems are shown here? Have you ever seen similar environmental problems in your life?” Then, the teacher invites 3-4 students to share their answers in English. After the students’ sharing, the teacher makes a brief summary: “These are all serious environmental problems facing our planet. They affect our lives and the future of human beings. Today, we will learn Section 3 Using English in Context, and we will learn how to use English to talk about these environmental problems and find solutions to save our planet.” Design Intention: The lead-in links the teaching content with real life through vivid video clips and pictures, which can quickly attract students’ attention and arouse their interest in learning. By asking questions, students are guided to think about environmental problems actively, and their oral expression ability is exercised initially. At the same time, it lays a contextual foundation for the subsequent learning of the text and the application of language, helping students realize the practical significance of learning English in environmental contexts. Step 2: Pre-reading (Preview and Accumulation) Vocabulary Preview: The teacher presents the key vocabulary of this section on the blackboard or teaching platform, including pollution (n. pollution), pollute (v. pollute), conserve (v. protect, conserve), recycle (v. recycle), renewable (adj. renewable), waste (n. waste; v. waste), measure (n. measure; v. take measures), responsibility (n. responsibility). For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to environmental protection, such as “We should reduce plastic pollution to protect the ocean.” and “It is necessary to conserve water and electricity in our daily life.” Then, the teacher asks the students to read the words aloud twice, and invites individual students to read them to check their pronunciation. After that, the teacher organizes a small group activity: each group is given 2-3 words, and they need to make 1-2 simple sentences related to environmental protection within 3 minutes, then share their sentences with the whole class. The teacher comments on the students’ sentences, corrects the wrong expressions and affirms the good ones. Sentence Pattern Preview: The teacher focuses on explaining the key sentence patterns in this section: “It is important/necessary/urgent to do sth.” and “We should/ought to/take measures to do sth.”. The teacher gives example sentences for each sentence pattern, such as “It is important to protect wild animals.” and “We should take measures to reduce air pollution.” Then, the teacher asks the students to practice making sentences with these two sentence patterns, combining the vocabulary they just previewed. For example, the teacher gives a prompt: “recycle paper”, and the students make sentences like “It is necessary to recycle paper to save trees.” or “We should recycle paper to reduce waste.” Design Intention: Vocabulary and sentence patterns are the basis for language application. Previewing vocabulary and sentence patterns before reading helps students reduce the difficulty of understanding the text, and lays a solid foundation for the subsequent reading and contextual application. The small group activity and sentence-making practice make the vocabulary and sentence pattern learning more interesting, which can not only help students memorize the knowledge better, but also cultivate their cooperative learning ability and initial language application ability. Step 3: While-reading (Comprehend the Text and Integrate Information) Fast Reading: The teacher asks the students to read the text quickly and answer two questions: (1) What is the main topic of the text? (2) How many environmental problems are mentioned in the text, and what are they? After the students finish reading, the teacher invites students to answer the questions. The teacher summarizes the main idea of the text: The text mainly discusses the serious environmental problems facing the planet, analyzes the causes of these problems, and puts forward some practical solutions to save the planet. Then, the teacher sorts out the environmental problems mentioned in the text: plastic pollution, deforestation, air pollution and water pollution. Careful Reading: The teacher asks the students to read the text carefully paragraph by paragraph, and complete the following tasks: Task 1: Read Paragraph 1 and answer: What is the current situation of plastic pollution? What harm does it do to the environment? The teacher invites students to find the key sentences in the paragraph and answer the questions. Then, the teacher explains the difficult sentences in the paragraph, such as “Plastic waste has become a serious problem for the environment, especially for oceans and wildlife.”, helping students understand the meaning of the sentence and the usage of “especially”. Task 2: Read Paragraph 2 and fill in the blanks: Deforestation is caused by ________ and ________. It leads to ________ and ________. The teacher provides a blank form on the teaching platform, and asks the students to find the relevant information in the paragraph and fill in the blanks. After the students finish, the teacher checks the answers together with the students, and explains the key words such as “deforestation”, “destroy” and “loss of habitat”. Task 3: Read Paragraphs 3 and 4, and list the causes and solutions of air pollution and water pollution mentioned in the text. The teacher asks the students to work in groups of 4, and complete the task within 5 minutes. Each group assigns a recorder to record the causes and solutions, and a spokesman to share the group’s results with the whole class. The teacher comments on the groups’ results, supplements the missing information, and sorts out the causes and solutions clearly on the blackboard. Text Analysis: After the careful reading, the teacher leads the students to analyze the structure of the text. The text is divided into three parts: the first part (Paragraph 1) introduces the seriousness of plastic pollution; the second part (Paragraph 2) talks about deforestation and its harms; the third part (Paragraphs 3 and 4) discusses air pollution and water pollution, and puts forward corresponding solutions. The teacher emphasizes the logical connection between paragraphs, helping students understand how the text develops step by step, and cultivating their ability to analyze the structure of the text and integrate information. Design Intention: Fast reading helps students grasp the main idea of the text quickly and exercise their skimming ability. Careful reading guides students to read the text in detail, extract key information, and understand the specific content of the text. The group activity in careful reading cultivates students’ cooperative learning ability and ability to analyze and solve problems together. Text analysis helps students understand the logical structure of the text, which is conducive to their in-depth understanding of the text and lays a foundation for the subsequent language application. Step 4: While-application (Practice in Context) This step is divided into three small activities, which gradually improve students’ ability to use English in context. Activity 1: Sentence Rewriting. The teacher gives some simple sentences related to environmental problems, and asks the students to rewrite them using the key sentence patterns they have learned. For example: (1) Protecting the environment is important. (Rewrite with “It is important to do sth.”) (2) We should reduce waste. (Rewrite with “We should take measures to do sth.”) After the students finish rewriting, the teacher checks the answers, corrects the wrong sentences, and explains the key points of rewriting. This activity helps students consolidate the key sentence patterns and improve their ability to use sentence patterns flexibly. Activity 2: Dialogue Practice. The teacher divides the students into pairs, and gives them a situational topic: “Discuss the environmental problems in your city and put forward solutions.” The teacher provides some prompt words and sentences, such as “air pollution”, “traffic jams”, “recycle waste”, “take public transport”, “plant more trees”. Each pair needs to make a dialogue of 3-5 rounds, using the vocabulary and sentence patterns they have learned in this section. The teacher walks around the classroom, guides the students who have difficulties, and corrects their wrong expressions. After the dialogue practice, the teacher invites 2-3 pairs to perform their dialogues in front of the whole class, and comments on their performance, affirming their advantages and putting forward suggestions for improvement. Activity 3: Paragraph Writing. The teacher asks the students to write a short paragraph (about 80-100 words) about one of the environmental problems mentioned in the text, including its causes and solutions. The teacher reminds the students to use the key vocabulary and sentence patterns they have learned, and pay attention to the logical connection of the paragraph. After the students finish writing, the teacher collects some students’ works, reads them aloud in class, and comments on them, pointing out the advantages and deficiencies. Then, the teacher asks the students to exchange their works with their deskmates, and help each other revise and improve their writing. Design Intention: The three activities are arranged from simple to complex, which conforms to the law of students’ language learning. Sentence rewriting helps students consolidate the key sentence patterns; dialogue practice provides students with a real communicative context, enabling them to use the learned language knowledge to communicate in pairs, and improving their oral expression ability; paragraph writing integrates listening, speaking, reading and writing, helping students improve their comprehensive language application ability and logical thinking ability. The mutual revision between deskmates also cultivates students’ ability to evaluate and improve their own and others’ works. Step 5: Post-application (Expand and Extend) Group Discussion: The teacher puts forward a topic for group discussion: “What can we do as high school students to save the planet in our daily life?” The teacher divides the students into groups of 5, and asks each group to discuss the topic within 6 minutes. Each group needs to list at least 3 specific measures, and explain the reasons. The teacher walks around the classroom, participates in the discussion of each group, guides the students to think actively, and helps them express their views in English. After the discussion, each group sends a spokesman to share the group’s views with the whole class. The teacher makes a summary of the students’ views, and affirms their positive attitudes towards environmental protection. Knowledge Expansion: The teacher introduces some international environmental protection organizations and activities in English, such as the United Nations Environment Programme (UNEP), World Environment Day (June 5th), and Earth Hour. The teacher briefly introduces the functions of these organizations and the significance of these activities, helping students understand the global efforts in environmental protection, and enhancing their sense of global responsibility and cultural awareness. Then, the teacher asks the students: “What can we do to participate in these environmental protection activities?” and invites students to share their ideas. Emotional Education: The teacher makes a final summary: “Our planet is our home, and protecting it is our common responsibility. The environmental problems we discussed today are very serious, but as long as we all take action, take small measures in our daily life, such as saving water and electricity, recycling waste, taking public transport, we can make a difference. I hope all of you can establish a sense of environmental protection, and use the English knowledge you have learned to spread environmental protection concepts and contribute to saving our planet.” Design Intention: Group discussion connects the teaching content with students’ daily life, enabling students to apply the learned language knowledge to express practical views, and cultivating their sense of responsibility for environmental protection. Knowledge expansion broadens students’ horizons, helps them understand the global consensus on environmental protection, and enhances their cultural awareness and global vision. Emotional education integrates the theme of environmental protection into the teaching, guiding students to establish a correct environmental concept, and realizing the organic combination of language teaching and value guidance. Step 6: Summary and Homework Summary: The teacher leads the students to review the key content of this class, including the key vocabulary (pollution, conserve, recycle, etc.), key sentence patterns (“It is important to do sth.”, “We should take measures to do sth.”), the main content of the text, and the methods of using English in environmental contexts. The teacher emphasizes that the core of this class is to use English to express environmental problems and solutions, and encourages students to apply the learned knowledge in real life. Homework: Task 1: Review the key vocabulary and sentence patterns of this section, and make 5 sentences with the key sentence patterns, combining environmental protection themes. Task 2: Write a short passage (about 100-120 words) about “My Environmental Protection Plan”, introducing the environmental protection measures you will take in your daily life, using the vocabulary and sentence patterns learned in this class. Task 3: With your group members, make a small poster about environmental protection in English, including environmental protection slogans, pictures and simple introduction. It will be displayed in the next class. Design Intention: Summary helps students sort out the knowledge learned in this class, consolidate the key points, and form a systematic knowledge structure. The homework is designed hierarchically: Task 1 is to consolidate the basic knowledge of vocabulary and sentence patterns; Task 2 is to improve students’ writing ability and apply the learned knowledge to practical writing; Task 3 is a group cooperative task, which not only cultivates students’ cooperative learning ability and creativity, but also enables students to spread environmental protection concepts through English, realizing the extension of classroom teaching to after-class life. 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 $