Unit 5 Save the Planet-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第二册

Unit 5 Save the Planet-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language competence: Master environmental vocabulary and expressions to express environmental views. Cultural awareness: Understand global environmental protection practices and establish a sense of global community. Thinking quality: Develop critical thinking to analyze environmental issues. Learning ability: Cultivate autonomous and cooperative learning skills in environmental theme exploration. 教学重难点 Key points: Master core environmental vocabulary (e.g., ecosystem, carbon dioxide) and complex sentences about environmental protection. Difficult points: Use English to elaborate environmental protection measures logically and conduct in-depth discussions on global environmental issues. 教学过程 Step 1: Lead-in (Lead-in) The teacher starts the class by showing a short video clip, which includes scenes of serious environmental problems such as smog in big cities, plastic pollution in oceans, deforestation in rainforests, and melting glaciers in polar regions, followed by scenes of positive environmental protection actions: volunteers planting trees, communities promoting waste classification, and countries developing solar energy. After playing the video, the teacher asks two guiding questions: “What environmental problems have you seen in the video?” and “What actions can we take to solve these problems?” Students are invited to answer freely in English. For students who have difficulty expressing themselves, the teacher provides prompt words and phrases, such as “plastic pollution”, “deforestation”, “plant trees”, “reduce waste”. After 3-4 students answer, the teacher makes a brief summary, connects the video content with the unit theme “Save the Planet”, and introduces the topic of this lesson: Section 4 Expanding Our Horizons, which will help us learn more about global environmental protection practices and expand our horizons on environmental issues. Design Intention: The video clip is intuitive and vivid, which can quickly attract students' attention and arouse their emotional resonance. By showing both negative environmental problems and positive protection actions, it not only lets students realize the urgency of environmental protection but also inspires their enthusiasm for participating in environmental protection. The guiding questions are designed to guide students to use the English knowledge they have learned to express their views, lay a foundation for the subsequent teaching, and cultivate their initial language expression ability. Providing prompt words and phrases can help students with weak English foundation participate in the interaction, ensure the inclusiveness of the class, and enhance their learning confidence. Step 2: Pre-reading (Pre-reading) Vocabulary Preview: The teacher presents the core vocabulary of this lesson on the blackboard or multimedia, including noun (ecosystem, carbon dioxide, renewable energy, fossil fuel, biodiversity), verb (preserve, conserve, advocate, promote, reduce), adjective (sustainable, environmentally-friendly, harmful, renewable) and phrases (take measures to do sth., play a role in, contribute to, cut down on, in harmony with). For each word and phrase, the teacher provides simple and easy-to-understand English definitions and example sentences related to environmental protection, such as “Renewable energy refers to energy that can be used again and again, such as solar energy and wind energy.” and “We should cut down on the use of plastic bags to protect the environment.” Then, the teacher organizes a quick memory game: the teacher reads the Chinese meaning or example sentence, and students quickly respond with the corresponding English word or phrase. After the game, students work in pairs to make 1-2 sentences with the new words and phrases, and then invite several pairs to present their sentences to the class. The teacher corrects mistakes in pronunciation and grammar and gives positive comments. Background Introduction: The teacher briefly introduces the background of the text in English. This section mainly introduces the environmental protection practices in different countries and regions around the world, such as Finland's “Less Is More” environmental education concept, Japan's waste classification system, and Costa Rica's efforts in protecting biodiversity. The teacher also mentions that environmental protection is a global issue that requires the joint efforts of all countries and every individual, which helps students understand the theme and significance of the text in advance and establish a sense of global responsibility. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before reading can help students reduce difficulties in understanding the text, improve reading efficiency, and lay a solid foundation for subsequent reading and expression. The memory game and pair work make vocabulary learning more interesting and interactive, avoiding the tediousness of rote memorization, and helping students master and use new words and phrases in practice. The background introduction helps students understand the cultural and practical background of the text, broaden their horizons, and connect the text content with real life, which is conducive to cultivating their cultural awareness and global vision. Step 3: While-reading (While-reading) Fast Reading: The teacher asks students to read the text quickly and complete two tasks: (1) Find out the main idea of the text. (2) List the environmental protection practices mentioned in the text and the corresponding countries/regions. After reading, students work independently to complete the tasks, and then the teacher invites students to share their answers. The teacher summarizes the main idea of the text: This text introduces different environmental protection practices in various countries and regions, emphasizes the importance of global cooperation in environmental protection, and calls on everyone to participate in environmental protection actions. For the second task, the teacher sorts out the answers together with students and writes them on the blackboard, such as Finland: “Less Is More” environmental education; Japan: strict waste classification system; Costa Rica: protecting biodiversity and developing renewable energy. Careful Reading: The teacher divides the text into 3 paragraphs and asks students to read each paragraph carefully, completing the corresponding tasks respectively. Paragraph 1: Students are asked to read carefully and answer the following questions: (1) What is Finland's “Less Is More” environmental education concept? (2) How does this concept help protect the environment? After students answer, the teacher explains the key sentences in the paragraph, such as “Finland's education system advocates 'Less Is More' in environmental protection, which means reducing unnecessary consumption and using resources wisely.”, and guides students to understand the connotation of the concept and its practical significance. Paragraph 2: Students are required to read the paragraph and fill in the blanks about Japan's waste classification system. The blanks include the types of waste classification, the requirements of waste disposal, and the role of the system. After completing the blanks, students check their answers in pairs, and the teacher explains the difficult points in the paragraph, such as the difference between “recycle” and “reuse”, and the correct expression of waste classification-related phrases. Paragraph 3: Students are asked to read the paragraph and summarize the measures taken by Costa Rica to protect the environment. Students need to summarize from two aspects: protecting biodiversity and developing renewable energy. The teacher guides students to extract key information, such as “Costa Rica has set aside more than 25% of its land as national parks to protect biodiversity.” and “Costa Rica has made great progress in developing solar energy and wind energy, reducing its dependence on fossil fuels.” Sentence Analysis: The teacher selects several complex sentences in the text for analysis, which are the key and difficult points of this lesson, such as “As one of the most environmentally friendly countries in the world, Finland has integrated environmental protection into its education system, helping students develop a sense of environmental responsibility from an early age.” and “By classifying waste strictly, Japan has not only reduced environmental pollution but also saved a lot of resources.” The teacher analyzes the sentence structure, such as the absolute construction in the first sentence and the gerund phrase as the adverbial in the second sentence, and explains the usage of related grammatical structures. Then, students are asked to imitate these sentences and make sentences with the new grammatical structures, combining with environmental protection themes. Design Intention: Fast reading helps students grasp the main idea of the text quickly and cultivate their ability to extract key information. Careful reading divides the text into parts, which is conducive to students' in-depth understanding of the content of each part, and trains their ability to analyze and process detailed information. The design of questions, blanks, and summary tasks guides students to read actively and purposefully, avoiding passive reading. Sentence analysis focuses on solving the grammatical difficulties in the text, helping students master complex sentence structures, improving their language comprehension ability, and laying a foundation for their subsequent writing and expression. Imitative sentence making enables students to apply the learned grammatical knowledge in practice, realizing the integration of knowledge and application. Step 4: Post-reading (Post-reading) Group Discussion: The teacher divides students into groups of 4-5, and assigns a discussion topic: “What environmental protection measures can we take in our daily life? And what can our country learn from the environmental protection practices mentioned in the text?” Before the discussion, the teacher gives some prompt points: daily life (saving water and electricity, reducing plastic use, sorting waste), school life (planting trees, promoting environmental protection activities), national level (developing renewable energy, formulating environmental protection laws). During the discussion, students are required to use the new words, phrases and grammatical structures learned in this lesson to express their views, and each group designates a recorder to record the key points of the discussion. The teacher walks around the classroom, guides students who have difficulty in discussion, corrects their wrong expressions, and ensures that every student participates in the discussion. Group Presentation: After the discussion, each group sends a representative to present the results of the discussion to the class. The presentation time of each group is 2-3 minutes. After each group's presentation, other groups can ask questions or put forward supplementary opinions. The teacher makes comments on each group's presentation, affirms their advantages, points out their deficiencies, and emphasizes the correct use of language and the rationality of views. For example, if a group mentions “We should use solar energy at home”, the teacher can praise them for using the new word “solar energy” and guide them to use more complex sentences to express, such as “We should install solar panels at home to use solar energy, which can reduce the use of fossil fuels and protect the environment.” Text Retelling: The teacher asks students to retell the text in their own words, with the help of the key points sorted out on the blackboard (main idea, environmental protection practices of various countries). Students can retell individually or in pairs. For students who have difficulty in retelling, the teacher provides a retelling outline, which includes the beginning (the significance of global environmental protection), the main body (environmental protection practices of Finland, Japan, Costa Rica), and the end (the call for global cooperation). After several students retell, the teacher makes a summary, emphasizes the key points of the text, and helps students consolidate the content of the text. Design Intention: Group discussion is conducive to cultivating students' cooperative learning ability and communication ability. The discussion topic combines the text content with real life, enabling students to apply the learned knowledge to practice, and cultivating their ability to solve practical problems. Group presentation provides a platform for students to show themselves, enhances their confidence in speaking English, and also helps other students learn from each other. Text retelling helps students consolidate the content of the text, improve their ability to organize language and express in English, and also tests their understanding of the text. Providing a retelling outline can help students with weak foundation complete the retelling task smoothly, ensuring the effectiveness of the activity. Step 5: Language Practice (Language Practice) Vocabulary and Sentence Practice: The teacher designs some exercises to consolidate the new words, phrases and grammatical structures learned in this lesson. (1) Fill in the blanks with the correct form of the given words: The government has taken measures to ______ (protect) the ecosystem. We should ______ (reduce) the use of fossil fuels to cut down on carbon dioxide emissions. (2) Rewrite the sentences according to the requirements: Example: Finland has integrated environmental protection into its education system. It helps students develop a sense of environmental responsibility. (Combine the two sentences into one with “which”) → Finland has integrated environmental protection into its education system, which helps students develop a sense of environmental responsibility. Students complete the exercises independently, and then the teacher checks the answers and explains the difficult exercises. For students who make mistakes, the teacher patiently guides them to correct and helps them master the knowledge points. Writing Practice: The teacher assigns a short writing task: Write a short passage of 80-100 words about “My Environmental Protection Actions”, requiring students to use at least 5 new words and phrases learned in this lesson and 1 complex sentence. Before writing, the teacher gives a writing outline: (1) The importance of environmental protection. (2) Environmental protection actions I take in daily life. (3) My hope for environmental protection. Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulty in writing, such as helping them sort out ideas, correct wrong expressions, and adjust sentence structures. After students finish writing, the teacher collects some compositions, reads them in class, makes comments, affirms the advantages, points out the deficiencies, and provides suggestions for improvement. Then, students exchange their compositions in pairs, correct each other's mistakes, and learn from each other's advantages. Design Intention: Vocabulary and sentence practice helps students consolidate the knowledge points learned in this lesson, deepen their understanding and memory of new words, phrases and grammatical structures, and improve their ability to use language correctly. Writing practice is a comprehensive application of language knowledge, which can test students' ability to organize language, express views and use knowledge flexibly. The writing outline helps students sort out their ideas and complete the writing task smoothly. Pair exchange and teacher's comments help students find their own deficiencies, learn from each other, and improve their writing ability. Step 6: Summary and Extension (Summary and Extension) Class Summary: The teacher leads students to summarize the content of this lesson together. First, review the core vocabulary, phrases and grammatical structures learned in this lesson, then sort out the main content of the text (environmental protection practices of various countries), and finally emphasize the four-dimensional core literacy goals of this lesson: improving language competence, establishing cultural awareness, developing thinking quality, and cultivating learning ability. The teacher also emphasizes that environmental protection is everyone's responsibility, and we should integrate environmental protection into our daily life and make our own contributions to saving the planet. Extension Activity: The teacher assigns an after-class extension activity: (1) Surf the Internet to find more global environmental protection practices and write a short report (about 100 words) to share in the next class. (2) Work with family members to carry out environmental protection actions, such as sorting waste, saving water and electricity, and record the process with photos or short texts, which will be displayed in the class later. The teacher reminds students to use the English knowledge learned in this lesson when completing the extension activity and pay attention to the authenticity and practicality of the activity. Design Intention: Class summary helps students sort out the knowledge system of this lesson, consolidate the learned knowledge, and clarify the key and difficult points, which is conducive to the internalization of knowledge. Extension activities extend the classroom teaching to after-class and real life, enabling students to apply the learned knowledge to practice, cultivate their autonomous learning ability and practical ability, and also enhance their sense of responsibility and participation in environmental protection. The combination of online search and family practice enriches the form of the activity, makes environmental protection education penetrate into daily life, and achieves the goal of moral education. 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 $