Unit 5 Animals Around Us-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第三册

Unit 5 Animals Around Us-Section 3 Using English in Context 教学目标和重难点 教学目标 Language competence: Master animal-related words and functional sentences to use English in real contexts. Cultural awareness: Understand global animal protection concepts and respect diverse conservation practices. Thinking quality: Develop logical and critical thinking through context analysis. Learning ability: Cultivate autonomous and cooperative learning skills in language application. 教学重难点 Key points: Master core words (e.g., endangered, conserve) and sentences for talking about animal protection. Difficult points: Using English flexibly in scenarios like animal introduction and protection advice, and understanding context-based language usage. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a series of vivid pictures and short video clips about different animals, including cute pandas, majestic eagles, endangered rhinos and rare red-crowned cranes. After playing the video, the teacher asks students some interactive questions in English: “What animals can you see in the video? Do you know where they live? Are some of them in danger?” Then, the teacher invites several students to share their answers with the whole class. After the sharing, the teacher naturally leads to the topic of this lesson: “Today, we will learn how to use English correctly in different contexts related to animals around us, so that we can better introduce animals and call on others to protect them.” Design Intention: The vivid pictures and video clips can quickly attract students’ attention and arouse their interest in the topic of animals. Asking interactive questions helps activate students’ prior knowledge about animals, including the names, living habits and living conditions of animals they have learned before. This link not only creates a relaxed and pleasant English learning atmosphere but also lays a solid foundation for the subsequent context-based language application. It conforms to the cognitive characteristics of senior high school students, who are more likely to be motivated by visual and interactive activities, and guides students to enter the English learning state smoothly. Step 2: Presentation (Key Language Points and Context Demonstration) First, the teacher presents the core vocabulary and phrases of this section on the blackboard or PPT, including endangered, conserve, habitat, threaten, survive, take measures, protect...from..., in danger, etc. For each word and phrase, the teacher explains its meaning in simple English, gives example sentences closely related to the animal theme, and guides students to read them aloud to master the correct pronunciation and usage. For example, when explaining “endangered”, the teacher says: “Endangered means a species is in danger of becoming extinct. For example, giant pandas are an endangered species.” When explaining “take measures”, the teacher gives the example sentence: “We should take effective measures to protect endangered animals.” Then, the teacher presents two typical contexts related to the text: Context 1 is introducing an endangered animal (e.g., the red panda), and Context 2 is giving advice on animal protection. For each context, the teacher shows a short dialogue or a paragraph of text, and guides students to read it carefully, then analyzes the key sentences and language points used in the context. For example, in Context 1, the teacher points out: “When introducing an animal, we usually talk about its appearance, habitat, living habits and current situation. The sentences ‘It has...’, ‘It lives in...’, ‘It feeds on...’ and ‘It is in danger because...’ are very useful.” In Context 2, the teacher emphasizes: “When giving advice on animal protection, we can use sentences like ‘We should...’, ‘We had better...’, ‘It is necessary to...’ to express our opinions clearly.” During the presentation, the teacher invites students to participate in the analysis actively, asks them to find out the key sentences in the context and try to explain their usage. For students who have difficulties, the teacher gives timely guidance and help to ensure that each student can understand the key language points and their application in different contexts. Design Intention: This link focuses on solving the key points of the lesson. By presenting and explaining core vocabulary and phrases with animal-themed examples, students can not only master the meaning and usage of the words but also connect them with the topic of the unit, laying a foundation for subsequent language application. The demonstration of typical contexts helps students understand how to use the learned language knowledge in specific scenarios, which is in line with the requirements of “Using English in Context” in this section. Inviting students to participate in the analysis can stimulate their learning initiative, cultivate their ability to observe and analyze language phenomena, and lay a foundation for their independent language application later. Step 3: Practice (Controlled Practice and Guided Practice) This step is divided into two parts: controlled practice and guided practice, so as to help students consolidate the learned language knowledge and gradually improve their ability to use English in context. In the controlled practice part, the teacher designs fill-in-the-blank exercises and sentence transformation exercises. The fill-in-the-blank exercises are based on the core vocabulary and phrases of this section, and the context is closely related to animal protection. For example: 1. Many animals are in danger of extinction, so we need to ______ (保护) them. 2. The ______ (栖息地) of many wild animals is being destroyed by human activities. 3. We should take measures to ______ (防止) animals from being harmed. The sentence transformation exercises require students to transform the given sentences according to the requirements, so as to master the flexible usage of key sentences. For example, transform the sentence “We should protect endangered animals.” into “It is necessary for us to protect endangered animals.” or “Endangered animals should be protected by us.” After students finish the exercises, the teacher checks the answers in class, corrects the mistakes in time, and explains the key and difficult points in the exercises again to ensure that students can master the usage of vocabulary and sentences. In the guided practice part, the teacher divides students into groups of 4-5, and assigns different tasks to each group. Group 1 is required to write a short paragraph to introduce an endangered animal they know, using the vocabulary and sentences learned in this lesson. Group 2 is required to have a dialogue about animal protection, in which they need to put forward at least 3 pieces of advice on protecting animals. Group 3 is required to discuss the reasons why some animals are endangered and write down 2-3 main reasons in English. During the group activity, the teacher walks around the classroom, observes the performance of each group, and gives timely guidance and help to students who have difficulties in expression. For example, if a student does not know how to express “habitat destruction” in English, the teacher can prompt them: “You can say ‘habitat destruction’.” If a group has problems in organizing the dialogue, the teacher can give them some sentence patterns to help them carry out the dialogue smoothly. After the group activity, each group sends a representative to present their results to the whole class. Group 1’s representative reads the written paragraph, Group 2’s representatives perform the dialogue, and Group 3’s representative reports the discussed reasons. After each group’s presentation, the teacher makes comments, affirms the advantages of each group, points out the existing problems, and puts forward suggestions for improvement. For example, if a student uses the word “conserve” incorrectly, the teacher can correct it and give an example again to help the student master its usage. Design Intention: Controlled practice focuses on consolidating the basic usage of vocabulary and sentences, helping students master the key points of the lesson through mechanical training, and laying a solid foundation for subsequent flexible application. Guided practice adopts group cooperative learning, which can not only stimulate students’ learning enthusiasm but also cultivate their cooperative learning ability and communication ability. Assigning different tasks to different groups can meet the learning needs of students with different levels, so that each student can participate in the activity and gain a sense of achievement. The teacher’s on-site guidance and post-activity comments can help students find their own problems in time, correct mistakes, and continuously improve their language application ability. Step 4: Application (Comprehensive Application and Context Expansion) On the basis of practice, this step focuses on improving students’ ability to use English comprehensively in real contexts, and expands the context to make students apply the learned language knowledge to more extensive scenarios. First, the teacher presents a real-life scenario: “A foreign student comes to our school and is very interested in Chinese wild animals. He wants to know about the current situation of Chinese wild animals and how we can protect them. Please act as a volunteer to introduce Chinese wild animals to him and put forward some practical suggestions on animal protection.” Then, the teacher gives students 10 minutes to prepare individually. During the preparation, students can use the vocabulary, sentences and context knowledge learned in this lesson, and can also combine their own understanding of Chinese wild animals to enrich the content of the introduction and advice. After the preparation, the teacher invites several students to perform the scenario simulation in front of the class. One student acts as the foreign student and asks relevant questions, such as “What kind of wild animals are there in China? Are pandas in danger now? What can we do to protect them?” The other student acts as the volunteer and answers the questions in English, introducing Chinese wild animals and putting forward practical protection suggestions. After each performance, the teacher and other students make comments together, focusing on whether the language used is correct and appropriate, whether the content is complete and logical, and whether the expression is fluent. For students who perform well, the teacher gives full affirmation and praise; for students who have deficiencies, the teacher gives patient guidance and helps them improve. Then, the teacher expands the context further and designs a comprehensive writing task: “Write a letter to the local environmental protection department, calling on them to take more measures to protect wild animals. In the letter, you need to introduce the current situation of local wild animals, point out the existing problems, and put forward specific and practical suggestions.” The teacher guides students to sort out the structure of the letter: greeting, introduction of the current situation of wild animals, existing problems, put forward suggestions, closing remarks. Then, students complete the writing task independently. During the writing process, the teacher walks around the classroom, provides help to students who have difficulties in writing, such as how to organize the content, how to use the correct sentence patterns, and how to make the suggestions more practical. After students finish writing, the teacher collects some representative compositions, reads them in class, and makes comments. The comments focus on the correctness of language, the rationality of structure, the completeness of content and the practicality of suggestions. At the same time, the teacher selects excellent compositions to share with the whole class, so that students can learn from each other and improve their writing ability. Design Intention: Scenario simulation and comprehensive writing tasks are designed to let students apply the learned language knowledge to real and practical contexts, which is the core requirement of this section “Using English in Context”. Scenario simulation can cultivate students’ oral expression ability and on-the-spot response ability, and let them experience the practical value of English learning. Comprehensive writing can cultivate students’ written expression ability and logical thinking ability, and let them learn to use English to express their views and suggestions in a formal way. The teacher’s guidance and comments in the process can help students improve their comprehensive language application ability, and at the same time, imperceptibly cultivate their awareness of animal protection, which is in line with the requirements of core literacy cultivation. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of this lesson. The teacher asks students: “What have we learned today? What key vocabulary and sentences have we mastered? How can we use English in contexts related to animal protection?” Then, the teacher invites students to answer these questions one by one, and then makes a systematic summary: In this lesson, we have mastered the core vocabulary and phrases related to animal protection, learned how to use English to introduce animals, put forward protection suggestions, and applied the learned language knowledge to scenario simulation and writing tasks. We also realized the importance of protecting animals and our responsibility to protect them. Then, the teacher guides students to reflect on their own learning. The teacher asks students to think about the following questions: “What did I do well in this lesson? What problems did I encounter? How can I improve these problems?” Students can think independently first, then share their reflections with their deskmates. After the sharing, the teacher invites several students to share their reflections with the whole class. For students’ reflections, the teacher gives positive feedback and guidance, helps students clarify their own learning shortcomings, and puts forward specific improvement suggestions. For example, if a student reflects that he is not fluent in oral expression, the teacher can suggest him to practice more oral dialogues after class and listen to more English materials related to animals. Finally, the teacher assigns after-class tasks: 1. Review the core vocabulary and phrases learned in this lesson, and write 5 example sentences for each word and phrase. 2. Complete the unfinished writing task, and revise it according to the teacher’s comments. 3. Collect information about one kind of endangered animal, and prepare a short English speech to introduce it and call on others to protect it. 4. Discuss with family members or friends about animal protection in English, and record the main content of the discussion. Design Intention: Summarizing the lesson can help students sort out the knowledge system of this lesson, consolidate the learned content, and form a clear understanding of the key and difficult points. Guiding students to reflect on their own learning can help them cultivate the ability of self-reflection, find their own learning shortcomings, and put forward targeted improvement measures, which is conducive to improving their learning ability. The after-class tasks are designed to consolidate the knowledge learned in class, expand the learning content, and let students apply the learned language knowledge to daily life, so as to achieve the goal of “learning to use, using to learn” and continuously improve their comprehensive English application ability. At the same time, the after-class tasks also further strengthen students’ awareness of animal protection and promote the integration of language learning and value education. Step 6: Extension and Expansion (Cultivation of Cultural Awareness and Thinking Quality) In order to further cultivate students’ cultural awareness and thinking quality, the teacher adds an extension link. The teacher presents some materials about animal protection in different countries and regions, such as the protection measures for pandas in China, the protection of African elephants in Africa, and the protection of marine animals in European countries. Then, the teacher asks students to read the materials carefully and discuss the following questions in groups: “What are the differences and similarities between animal protection measures in different countries and regions? Why are there these differences? What can we learn from the advanced animal protection experience in other countries?” During the group discussion, the teacher guides students to think from multiple angles, analyze the reasons for the differences in animal protection measures from the aspects of culture, economy, environment and other factors, and encourage students to put forward their own views and opinions. After the discussion, each group sends a representative to report the discussion results. The teacher makes comments and summaries, guides students to understand the diversity of global animal protection practices, respect the differences in different countries’ animal protection concepts and measures, and cultivate their global vision and cross-cultural communication awareness. In addition, the teacher puts forward a critical thinking question: “Some people think that animal protection will affect economic development. What do you think of this view?” The teacher invites students to express their own views, and guides them to analyze the problem from two aspects, pointing out that animal protection and economic development are not contradictory, but can develop harmoniously. For example, the development of ecotourism can not only protect animals and their habitats but also promote economic development. Through this link, students’ critical thinking ability is cultivated, and they are guided to establish a scientific view of animal protection and sustainable development. Design Intention: The extension link is designed to expand students’ horizons, let them understand the global situation of animal protection, and cultivate their cultural awareness and global vision. Discussing the differences and similarities of animal protection measures in different countries helps students respect cultural diversity and learn from advanced experience. The critical thinking question can stimulate students’ in-depth thinking, cultivate their ability to analyze and solve problems from multiple angles, and promote the development of their thinking quality. At the same time, this link also further strengthens students’ awareness of animal protection and guides them to establish a correct view of sustainable development, which is in line with the requirements of core literacy cultivation. 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 $