Unit 5 Animals Around Us-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第三册

Unit 5 Animals Around Us-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language Ability: Master animal-related extended vocabulary and complex sentences to express views on animal protection. Cultural Awareness: Understand global animal protection differences and respect diverse concepts. Thinking Quality: Develop critical thinking to analyze human-animal relationships. Learning Ability: Improve autonomous and cooperative learning skills in thematic exploration. 教学重难点 Key Points: Master core vocabulary (e.g., endangered, habitat, conservation) and functional sentences for expressing suggestions; understand the theme of the text. Difficult Points: Use complex sentences to elaborate on animal protection measures and analyze the text’s logical structure. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing a 3-minute short video, which includes scenes of various animals (such as white storks in Portugal, humpback whales, kiwis, and long-nosed monkeys) in their natural habitats, as well as scenes of animals facing threats like habitat destruction and food shortage. After playing the video, the teacher asks two questions in English: “What animals did you see in the video? How do you feel about their living conditions?” Then, invite 3-4 students to share their answers freely. After the sharing, the teacher makes a brief summary: “Animals are our good friends, but many of them are in danger now. Today, we will learn Section 4 Expanding Our Horizons to explore more about animals and how we can protect them.” Design Intention: The short video is vivid and intuitive, which can quickly attract students’ attention and arouse their emotional resonance. By showing different animals and their living situations, it connects with the unit theme “Animals Around Us” and lays a emotional foundation for the subsequent teaching. The simple questions can activate students’ existing knowledge and language reserves about animals, reduce their anxiety in English expression, and smoothly lead into the new lesson content. At the same time, it implicitly conveys the concept of animal protection, echoing the value orientation of core literacy. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases of this section on the screen, including endangered, habitat, conservation, threat, survive, adapt, take measures, be responsible for, in danger, etc. For each word, the teacher explains its pronunciation, part of speech and core meaning, and gives example sentences closely related to the theme of animal protection. For example, for “endangered”, the example sentence is “Many endangered animals, such as pandas and white storks, need our protection.” For “habitat”, the example sentence is “The destruction of animal habitat has become a major threat to their survival.” Then, organize students to do a quick matching exercise: match the vocabulary with their corresponding definitions, and check the answers together to ensure that students master the basic meaning and usage of the vocabulary. Next, the teacher introduces the background knowledge related to the text briefly. The text of this section mainly focuses on the living conditions of some special animals around the world, the threats they face, and the measures taken by people to protect them. The teacher mentions that with the development of human society, the relationship between humans and animals has become increasingly tense, and many animals are facing the risk of extinction. For example, the white storks in Portugal have changed their migration habits due to the impact of human activities, and humpback whales’ singing may be a sign of loneliness. This background introduction helps students better understand the text content and realize the urgency of animal protection. Design Intention: Vocabulary is the foundation of language learning. By previewing key vocabulary before reading, students can reduce the difficulty of understanding the text and improve reading efficiency. The example sentences closely related to the theme can help students connect vocabulary with the actual context, deepen their memory and understanding of vocabulary, and lay a foundation for the subsequent reading and expression. The background introduction enables students to have a preliminary understanding of the text’s theme and background, mobilizes their existing knowledge and experience, and improves their interest and initiative in reading the text. It also helps students establish a correct view of human-animal relationship, which is in line with the requirements of cultural awareness and emotional attitude in core literacy. Step 3: While-reading (Text Reading and Comprehension) This step is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text step by step from the overall to the local, and then to the deep level. First, 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. Divide the text into several parts and summarize the main idea of each part. After students finish reading, invite 2 students to share their answers. The teacher corrects and summarizes: The main idea of the text is to introduce the living conditions of some animals around the world, the threats they face, and put forward suggestions on animal protection. The text can be divided into three parts: the first part (Paragraph 1) introduces the importance of animals to the ecological environment; the second part (Paragraphs 2-4) takes specific animals as examples to illustrate the threats they face; the third part (Paragraph 5) puts forward suggestions on how to protect animals. Design Intention: Fast reading aims to train students’ ability to grasp the main idea of the text quickly, which is an important reading skill. By dividing the text and summarizing the main idea of each part, students can sort out the logical structure of the text, form a clear framework of the text, and lay a foundation for careful reading. At the same time, it can cultivate students’ ability of induction and generalization, which is conducive to the development of thinking quality. Second, careful reading. The teacher asks students to read the text carefully and complete the following detailed tasks: 1. Underline the key information about the threats faced by each animal mentioned in the text (such as white storks, humpback whales, etc.). 2. Answer the following questions: (1) Why have the white storks in Portugal stopped migrating? (2) What does the singing of humpback whales indicate? (3) What are the main threats to animals according to the text? (4) What suggestions does the text put forward for animal protection? After students finish reading and completing the tasks, organize students to discuss in groups of 4, exchange their answers, and solve the problems they encounter. Then, the teacher invites representatives of each group to share their answers, and explains and supplements the key and difficult points in the text. For example, when explaining the reason why white storks stop migrating, the teacher combines the background knowledge mentioned earlier, emphasizes that the increase of landfill sites provides them with sufficient food, but this also brings potential risks to their survival. When explaining the suggestions for animal protection, the teacher guides students to underline the key sentences and understand the specific measures, such as strengthening legislation, protecting animal habitats, and raising public awareness. Design Intention: Careful reading is to help students grasp the detailed information of the text, understand the specific content of the text, and solve the key and difficult points in the text. The form of group discussion can stimulate students’ learning enthusiasm, let students exchange ideas and learn from each other, and improve their cooperative learning ability. By answering specific questions, students can deepen their understanding of the text content, master the key information, and lay a foundation for deep reading and subsequent language application. At the same time, it can train students’ ability to find and sort out information, which is in line with the requirements of language ability and learning ability. Third, deep reading. The teacher guides students to read the text again and think about the following questions: 1. What is the author’s attitude towards the current situation of animal survival? How do you know? 2. What is the significance of protecting animals for human beings and the ecological environment? 3. Do you agree with the suggestions put forward in the text? What other suggestions can you put forward? After students think independently, organize a class discussion. The teacher guides students to express their views freely, encourages them to put forward their own opinions, and guides them to realize that protecting animals is the responsibility of every human being, and it is crucial to maintaining ecological balance. For example, when discussing the significance of animal protection, the teacher can guide students to think about the role of animals in the food chain, and what impact the extinction of animals will have on the ecological environment and human beings. When discussing other suggestions for animal protection, the teacher can guide students to combine their own life experience, such as not buying animal products, participating in animal protection activities, and propagating animal protection knowledge. Design Intention: Deep reading aims to guide students to think beyond the text, explore the author’s intention and the deep meaning of the text, and cultivate their critical thinking and innovative thinking. The class discussion can provide students with a platform to express their views, improve their oral expression ability and logical thinking ability. By thinking about the significance of animal protection and putting forward their own suggestions, students can deepen their understanding of the theme of the text, establish a sense of responsibility for animal protection, and realize the integration of language learning and value shaping, which is in line with the requirements of the four-dimensional core literacy. Step 4: While-reading (Language Points Analysis) On the basis of understanding the text, the teacher focuses on analyzing the key language points in the text, including key sentences, grammar and discourse structure, to help students master the language knowledge and improve their language application ability. First, key sentences. The teacher selects several key sentences in the text for analysis, such as: 1. “Animals play an important role in maintaining the balance of nature, and their existence enriches our planet.” The teacher explains the structure “play an important role in doing sth.”, and guides students to make sentences with this structure. 2. “The main threats to animals include habitat destruction, pollution and illegal hunting.” The teacher explains the usage of “include” and the collocation of “threat to sth.”, and asks students to list other threats to animals using this structure. 3. “We should take effective measures to protect animals and create a harmonious living environment for them.” The teacher explains the phrase “take measures to do sth.”, and guides students to discuss how to take measures to protect animals in daily life. Second, grammar focus. This section mainly involves the usage of complex sentences, such as attributive clauses and adverbial clauses. The teacher selects typical sentences in the text for analysis, such as: “The white storks that once migrated to Africa every winter now stay in Portugal because there are plenty of food in landfill sites.” The teacher analyzes the attributive clause led by “that” and the adverbial clause of reason led by “because”, explains their structure and usage, and asks students to find other similar sentences in the text and analyze them. Then, the teacher arranges a small exercise: let students combine two simple sentences into a complex sentence using attributive clauses or adverbial clauses, to consolidate the grammar knowledge they have learned. Third, discourse structure. The teacher guides students to analyze the discourse structure of the text again, and summarizes the writing characteristics of the text: the text starts with the importance of animals, then takes specific examples to illustrate the threats faced by animals, and finally puts forward suggestions for animal protection, which is a “total-general-total” structure. The teacher guides students to understand the logical connection between paragraphs, such as the transition words used in the text (however, for example, therefore), and explains their usage. Then, the teacher asks students to try to use this discourse structure to write a short passage about protecting a certain animal. Design Intention: The analysis of language points is an important part of English teaching, which helps students master the key language knowledge and improve their language application ability. By analyzing key sentences and grammar, students can deepen their understanding of the text, and apply the learned language knowledge to their own expression. The analysis of discourse structure helps students master the writing skills of thematic articles, improve their writing ability, and cultivate their logical thinking ability. The combination of text analysis and language practice enables students to achieve the integration of knowledge and ability, which is in line with the requirements of language ability and thinking quality. Step 5: Post-reading (Consolidation and Application) This step is mainly to consolidate the knowledge learned in this lesson through a variety of activities, and improve students’ language application ability and comprehensive quality. Activity 1: Vocabulary and sentence making competition. Divide students into groups of 4, and the teacher gives a number of animal-related words (including the key vocabulary learned in this lesson). Each group needs to make as many correct and meaningful sentences as possible with these words within a certain time. After the competition, the teacher evaluates the sentences made by each group, praises the excellent groups, and corrects the wrong sentences. This activity can help students consolidate the vocabulary and sentence patterns learned in this lesson, and improve their ability to use language flexibly. Activity 2: Group discussion and report. Ask students to discuss in groups of 4: “What can we do as high school students to protect animals in our daily life?” Each group needs to put forward at least 3 specific suggestions, and then send a representative to make a 2-3 minute English report to share the group’s views. When the representatives report, the other students listen carefully and can ask questions after the report. The teacher makes comments on each group’s report, affirms the reasonable suggestions, and puts forward guiding opinions for the insufficient parts. For example, some groups may put forward suggestions such as “not buying animal fur products” and “participating in volunteer activities for animal protection”, and the teacher can guide students to think about how to propagate animal protection knowledge to their families and friends. Activity 3: Writing practice. Ask students to write a short passage of 80-100 words with the title “My Suggestions on Animal Protection”. The passage should include the importance of animal protection, the threats faced by animals, and specific suggestions for protection. The teacher reminds students to use the vocabulary, sentence patterns and discourse structure learned in this lesson, and pay attention to the coherence and correctness of the passage. After students finish writing, the teacher collects some students’ works, comments on them in class, points out the advantages and disadvantages, and guides students to revise their own works. Design Intention: A variety of consolidation activities can stimulate students’ learning interest, make the consolidation link more vivid and interesting, and avoid the dullness of mechanical memory. The vocabulary and sentence making competition can consolidate students’ language knowledge and improve their ability to use language flexibly. The group discussion and report can improve students’ oral expression ability, cooperative learning ability and logical thinking ability, and enable students to combine the knowledge learned with real life. The writing practice can consolidate students’ writing skills, improve their writing ability, and test the effect of students’ learning in this lesson. These activities are closely combined with the theme of the lesson and the four-dimensional core literacy, which can effectively improve students’ comprehensive language ability and comprehensive quality. Step 6: Summary and Homework First, summary. The teacher leads students to summarize the content of this lesson together: 1. We have learned the key vocabulary and sentence patterns related to animal protection, and mastered the usage of some complex sentences. 2. We have read the text about animal protection, understood the living conditions of animals and the threats they face, and mastered the logical structure of the text. 3. We have discussed the significance of animal protection and the specific measures we can take, and established a sense of responsibility for animal protection. The teacher emphasizes that animal protection is the responsibility of every human being, and we should take action to protect animals and maintain the balance of nature. Then, assign homework. 1. Review the key vocabulary, sentence patterns and grammar knowledge learned in this lesson, and recite the key sentences. 2. Revise the short passage written in class and improve it according to the teacher’s comments. 3. Surf the Internet to find more information about endangered animals, and write a short English introduction (about 50 words) about one of them. 4. Discuss with your family and friends about animal protection, and try to persuade them to take action to protect animals. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. The homework is designed hierarchically, which not only includes the consolidation of basic knowledge (reviewing vocabulary and grammar), but also includes the application and expansion of knowledge (writing a short introduction and communicating with family and friends). This can meet the needs of different students, help students consolidate the knowledge learned, improve their language application ability, and extend the teaching content to daily life, so that students can truly apply the knowledge learned to practice and realize the integration of language learning and value shaping. It also helps to cultivate students’ autonomous learning ability and sense of social responsibility, which is in line with the requirements of the four-dimensional core literacy. 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 $