Unit 5 Animals Around Us-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版必修第三册

Unit 5 Animals Around Us-Section 2 Learning Through Practice 教学目标和重难点 教学目标 It focuses on cultivating students’ language ability to use animal-related words and sentences, cultural awareness of respecting the coexistence of humans and animals, thinking quality of logical analysis and practical innovation, and learning ability of independent and cooperative exploration. 教学重难点 Key points: Master animal-related vocabulary and sentence patterns, and use them to describe animals and express views on animal protection. Difficult points: Flexibly apply language knowledge in practical communication and writing, and integrate emotional awareness into language practice. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a short video about various animals around us, including cute pets like cats and dogs, wild animals like pandas and elephants, and even some small animals such as squirrels and butterflies. The video is played without any narration, only with light and pleasant English background music. After playing the video, the teacher asks students two open-ended questions in English: “What animals did you see in the video? Which one impresses you the most and why?” Then, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher does not interrupt students’ expressions, but only gives positive feedback such as “Good job!”, “That’s an interesting idea!” and records the key animal-related words mentioned by students on the blackboard, such as “panda, elephant, cat, dog, squirrel, butterfly, cute, strong, gentle”. After the sharing, the teacher summarizes: “Today, we will continue to learn about animals around us and practice using English to talk about them, which is exactly the focus of Section 2 Learning Through Practice.” Design Intention: The video lead-in is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the theme of animals. The open-ended questions allow students to express their true feelings freely, reducing their psychological pressure in speaking English. Recording the key words mentioned by students not only helps to review the relevant vocabulary learned in Section 1, but also lays a foundation for the subsequent language practice. At the same time, it conforms to the requirements of “learning through practice” and guides students to connect their existing knowledge and life experience with the new lesson. Step 2: Vocabulary and Sentence Pattern Consolidation (Language Input and Practice) First, the teacher sorts out the core vocabulary of this section based on the words recorded on the blackboard, adding new words and phrases in Section 2, such as “survive, adapt, habitat, protect, in danger, take care of, be famous for, have the ability to”. For each word and phrase, the teacher first pronounces it clearly and asks students to follow along twice, then explains its meaning in simple English and gives a sentence example closely related to animals. For example, when explaining “survive”, the teacher says: “Survive means to continue to live, especially after a difficult or dangerous situation. For example, Many wild animals struggle to survive because their habitats are destroyed.” When explaining “in danger”, the example is: “Pandas were once in danger, but now they are well protected.” After explaining the vocabulary and phrases, the teacher organizes a “word matching” activity. The teacher prepares some cards, with words and phrases on one side and their corresponding English explanations or example sentences on the other side. The teacher divides students into 4 groups, and each group sends a representative to the front to match the cards. The group that completes the matching correctly and quickly wins a small reward. After the activity, the teacher checks the results and explains the confusing points again. Next, the teacher focuses on the core sentence patterns of this section: “It is + adj. + for animals to do sth.”, “Animals can/cannot + verb原形 + because...”, “We should + verb原形 + to protect animals”. The teacher gives example sentences for each sentence pattern and explains their structure and usage. For example, “It is important for pandas to have enough bamboo to eat.” “Elephants can lift heavy things because they are strong.” “We should plant more trees to protect birds’ habitats.” Then, the teacher asks students to make sentences with these three sentence patterns respectively, using the vocabulary they just learned. Each student makes one sentence for each pattern, and then exchanges their sentences with their deskmates to check each other’s correctness. The teacher walks around the classroom to guide students, corrects their mistakes in sentence structure and word usage, and selects several typical sentences to share with the whole class, commenting on their advantages and areas for improvement. Design Intention: Vocabulary and sentence patterns are the foundation of language practice. By pronouncing, explaining, exemplifying and organizing matching activities, students can master the core vocabulary and phrases in a relaxed and interesting way. The sentence-making practice and deskmate mutual checking link not only consolidates students’ understanding of sentence patterns, but also cultivates their ability to use language flexibly. This link adheres to the principle of “from input to output”, laying a solid language foundation for the subsequent practical activities, which is in line with the teaching concept of “learning through practice” and the requirements of cultivating students’ language ability. Step 3: Task-based Practice 1 – Describing an Amazing Animal (Oral Practice) The teacher introduces the first practical task: “Task One: Describing an Amazing Animal”. The teacher first explains the task requirements clearly: Each student chooses an amazing animal they know (it can be the animal mentioned in the lead-in video, or other animals they are familiar with), and describes it in English for 1-2 minutes, including its appearance, living habits, special abilities and other aspects. When describing, students should use the vocabulary and sentence patterns they just learned, and try to make their description vivid and interesting. Then, the teacher gives a model description to guide students: “Today I want to describe an amazing animal – the panda. Pandas are black and white, and they look very cute. They live in Sichuan, China, and their main food is bamboo. Pandas have the ability to climb trees, and they are very gentle. It is important for us to protect pandas because they are a national treasure of China.” After the model description, students are given time to prepare individually. During the preparation process, students can take notes, and the teacher walks around to provide help for students who have difficulties, such as reminding them of relevant vocabulary and sentence patterns, or helping them organize their ideas. After the preparation, the teacher organizes a “group sharing” activity: students are divided into groups of 4, and each student in the group shares their description in turn. Other students in the group listen carefully and can ask questions after the sharing, such as “Where does this animal live?” “What does it eat?” Then, each group selects the best description to share with the whole class. After each class sharing, the teacher makes comments, affirming the advantages of the speaker (such as rich vocabulary, correct sentence structure, vivid description) and putting forward constructive suggestions (such as adding more details, improving pronunciation and intonation), and encourages other students to learn from them. In the process of sharing, the teacher pays attention to guiding students to use the sentence patterns and vocabulary they have learned, and reminds students to speak clearly and confidently. For students who are shy or have poor oral English, the teacher gives more encouragement and guidance, such as asking simple questions to help them express themselves, so that every student can participate in the activity. Design Intention: This task is a key oral practice link, which aims to let students apply the learned vocabulary and sentence patterns to practical oral expression, realizing the transformation from “input” to “output”. The model description helps students clarify the task requirements and master the method of description. The individual preparation, group sharing and class sharing link by link, from individual to group to the whole class, reduces the difficulty of oral expression for students and improves their participation. Asking and answering questions in the group not only exercises students’ listening and speaking ability, but also cultivates their cooperative learning ability. The teacher’s comments and encouragement help to enhance students’ confidence in speaking English, which is conducive to cultivating students’ language ability and learning ability. Step 4: Task-based Practice 2 – Making a Dialogue to Ask for Help (Situational Communication Practice) On the basis of oral description, the teacher introduces the second practical task: “Task Two: Making a Dialogue to Ask for Help”. The teacher first sets a real situational background: “Suppose you find a lost small animal (such as a cat, a dog) on the street, and you want to ask a policeman for help to find its owner. Or you find that some wild animals are in danger (such as a bird with a broken wing), and you want to ask a vet for help. Now, you need to work with your partner to make a dialogue according to the situation you choose, using the sentence patterns of asking for help and responding, such as ‘Could you help me...?’, ‘I need your help with...’, ‘Sure, I’d be glad to...’, ‘I’m sorry, but I can’t...’.” Then, the teacher shows two dialogue models to help students understand the task better. Model 1 (Asking a policeman for help): Student A: “Excuse me, could you help me? I found a lost dog on the street. It’s small and brown.” Policeman: “Sure, I’d be glad to help. What does the dog look like? Do you have any information about its owner?” Student A: “It has a red collar, and it can shake hands. I think its owner must be very worried.” Policeman: “Don’t worry. We will help you find its owner as soon as possible.” Model 2 (Asking a vet for help): Student A: “Hello, I need your help. I found a bird with a broken wing in the park. It can’t fly.” Vet: “Of course. Bring the bird here, and I will check it carefully. Don’t worry, I will try my best to help it.” Student A: “Thank you so much. I hope it can get better soon.” Vet: “You’re welcome. It’s our duty to help animals.” After showing the models, students are divided into pairs to complete the dialogue. Each pair chooses one situational background, discusses and designs the dialogue, and tries to use the vocabulary and sentence patterns learned in this section, as well as the sentence patterns of asking for help and responding. During the group discussion, the teacher walks around the classroom, observes the progress of each group, and provides guidance for groups with difficulties. For example, some groups may not know how to start the dialogue, and the teacher can remind them to use the opening sentences in the model; some groups may lack relevant vocabulary, and the teacher can prompt them to use the words such as “lost, broken, danger, help, owner, vet”. After the dialogue preparation, the teacher invites 2-3 pairs to perform their dialogues in front of the whole class. After each performance, the teacher and other students make comments together: whether the dialogue is in line with the situational background, whether the sentence patterns are used correctly, whether the language is natural and fluent, etc. Then, the teacher summarizes the key points of making such dialogues, emphasizing that when asking for help, we should be polite, and when responding, we should be clear and friendly. At the same time, the teacher guides students to realize that helping animals is our responsibility, and integrates the awareness of animal protection into the situational communication. Design Intention: Situational communication is an important part of “learning through practice”, which can let students apply language knowledge to real communication scenarios, improving their practical language application ability. The setting of real situations is close to students’ life, which makes students feel that English is useful and enhances their motivation to learn English. The dialogue models provide a reference for students, reducing the difficulty of dialogue design. The pair cooperation link cultivates students’ cooperative learning ability and communication ability. The comments and summary after the performance not only help students correct their mistakes, but also deepen their understanding of the usage of language, and at the same time imperceptibly cultivate their sense of responsibility for animal protection, which is in line with the requirements of cultivating students’ cultural awareness and thinking quality. Step 5: Comprehensive Practice – Writing a Short Passage About Animal Protection (Writing Practice) On the basis of oral practice and situational communication, the teacher leads students to carry out writing practice, which is a comprehensive application of language knowledge. The teacher puts forward the writing task: “Write a short passage of 80-100 words about animal protection. The passage should include the following points: 1. The importance of protecting animals; 2. The current situation of some animals (in danger); 3. What we can do to protect animals. When writing, please use the vocabulary and sentence patterns we have learned in this section, and pay attention to the coherence and logic of the passage.” Before writing, the teacher guides students to sort out their ideas. First, the teacher asks students to think about the importance of protecting animals: “Why should we protect animals? Because animals are our good friends, they maintain the balance of nature.” Then, the teacher guides students to think about the current situation of some animals: “Some animals are in danger, such as pandas, elephants and tigers. Their habitats are destroyed, and some people hunt them illegally.” Finally, the teacher guides students to think about what we can do to protect animals: “We can plant more trees to protect their habitats, we can refuse to buy products made of animal fur, we can tell our friends and family to protect animals.” Then, the teacher shows a writing model to help students understand the writing requirements and structure: “Animals are our good friends and play an important role in maintaining the balance of nature. However, many wild animals are in danger now. Their habitats are destroyed, and some are hunted illegally. It is important for us to protect them. We can plant more trees to provide homes for them, refuse to buy animal products, and spread the awareness of animal protection. Let’s work together to protect animals and make our world more beautiful.” After the guidance and model display, students start to write independently. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties, such as helping them organize their ideas, reminding them of relevant vocabulary and sentence patterns, and correcting their mistakes in grammar, spelling and sentence structure. For students with good writing ability, the teacher encourages them to use more complex sentence patterns and rich vocabulary to improve the quality of their passages. After students finish writing, the teacher collects some representative passages (including excellent passages and passages with common mistakes) and displays them on the projection. First, the teacher invites students to comment on the excellent passages, analyzing their advantages (such as clear structure, correct sentence patterns, rich vocabulary, coherent logic). Then, the teacher analyzes the passages with mistakes, points out the common mistakes (such as grammar errors, wrong word usage, unclear logic) and corrects them, reminding students to avoid such mistakes in their own writing. Finally, the teacher asks students to revise their own passages according to the comments and corrections, and then exchange their revised passages with their deskmates to check each other. Design Intention: Writing practice is a comprehensive test of students’ language ability, which can consolidate the vocabulary and sentence patterns learned, and improve students’ ability to organize language and express ideas in writing. The guidance of ideas helps students clarify the writing direction and avoid aimless writing. The writing model provides a reference for students, helping them master the structure and writing method of the passage. The teacher’s guidance and correction during the writing process can help students solve problems in time. The display and comment link not only lets students learn from each other, but also deepens their understanding of writing skills. The revision and mutual checking link helps students improve their writing level and cultivate their ability to find and correct mistakes, which is conducive to cultivating students’ language ability and thinking quality. Step 6: Summary and Extension (Consolidation and Promotion) First, the teacher leads students to summarize the content of this lesson: “Today, we have learned Section 2 Learning Through Practice of Unit 5 Animals Around Us. We have mastered some animal-related vocabulary and sentence patterns, and completed three practical tasks: describing an amazing animal, making a dialogue to ask for help, and writing a short passage about animal protection. Through these practices, we have improved our ability to use English and deepened our understanding of animal protection.” Then, the teacher asks students to think about: “What else can we do in our daily life to protect animals?” Invite 2-3 students to share their ideas, such as “We can feed stray animals properly”, “We can participate in animal protection activities”, “We can call the animal protection hotline when we find animals in danger”. Then, the teacher extends the content of the lesson: “Animals are an important part of nature, and protecting animals is the responsibility of every one of us. In recent years, more and more people have realized the importance of animal protection, and many countries have taken measures to protect wild animals. We should also take action to protect animals, so that we can live in harmony with animals.” At the same time, the teacher recommends some English materials about animal protection to students, such as English videos, short passages and picture books, and encourages students to read and watch them after class to expand their knowledge and improve their English ability. Finally, the teacher arranges after-class homework: 1. Review the vocabulary and sentence patterns learned in this lesson, and make 5 sentences with the core sentence patterns; 2. Revise the short passage written in class and hand it in the next class; 3. Find an English article about animal protection and read it, and write a 30-word summary. Design Intention: The summary link helps students sort out the knowledge and skills learned in this lesson, forming a systematic cognitive structure. The extension link not only enriches the content of the lesson, but also deepens students’ awareness of animal protection, integrating the cultural awareness into the teaching. The recommended after-class materials and homework arrangements help students consolidate the knowledge learned in class, expand their learning channels, and cultivate their independent learning ability, which is in line with the requirements of “learning through practice” and the cultivation of students’ core literacy. Step 7: Teaching Reflection (Designed for Teachers) This lesson focuses on the theme of “Learning Through Practice”, closely around the four-dimensional core literacy, and designs a series of practical tasks from vocabulary consolidation to oral practice, situational communication and writing practice, realizing the organic combination of language input and output. The whole teaching process is student-centered, emphasizing students’ participation and practice, which is in line with the teaching concept of the new curriculum standard. However, in the actual teaching process, we should pay attention to the individual differences of students. For students with poor English foundation, we should give more guidance and help to ensure that they can participate in the practice activities. At the same time, we can increase more interactive activities to further arouse students’ interest in learning and improve the effectiveness of teaching. In addition, we should pay more attention to the integration of emotional education and language teaching, so that students can not only improve their language ability, but also establish the awareness of protecting animals and respecting the coexistence of humans and animals. 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 $