Unit 5 Geography-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版选择性必修第二册

Unit 5 Geography-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language competence: Enable students to master geography-related vocabulary and sentence patterns, and use them to express geographical phenomena, characteristics and causes in listening, speaking, reading and writing. Cultural awareness: Help students understand the geographical and cultural differences between different regions, establish a sense of global community and cultural confidence. Thinking quality: Guide students to analyze and sort out geographical information, cultivate logical thinking, critical thinking and innovative thinking. Learning ability: Cultivate students' awareness of autonomous learning and cooperative inquiry, and master effective learning strategies to improve English learning efficiency in the context of geography. 教学重难点 Key points: Master the key vocabulary (such as terrain, climate, vegetation, settlement) and sentence patterns about geography; be able to understand and process geographical information in English materials, and express geographical views simply. Difficult points: Flexibly use geographical English expressions to describe geographical phenomena and explain their causes; accurately grasp the logical relationship between geographical elements and apply them to practical communication and writing. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a set of English short videos and pictures about typical geographical landscapes around the world, including the Himalayas, the Amazon Rainforest, the Sahara Desert and the Yangtze River Delta. After playing the video and displaying the pictures, the teacher asks students the following questions in English: “What geographical landscapes can you see in the video and pictures? How do you describe these landscapes in English? Do you know the geographical characteristics of these regions?” Then, the teacher invites 3-4 students to answer the questions freely, and gives appropriate comments and guidance, such as correcting their pronunciation and supplementing relevant vocabulary. Finally, the teacher naturally leads to the theme of this lesson: “Today, we will learn to use English to talk about geography, master relevant vocabulary and sentence patterns, and learn through practice to improve our ability to express geographical information.” Design Intention: The lead-in activity uses intuitive audio-visual materials to attract students' attention quickly, stimulate their interest in learning geography-related English. By asking questions, it can activate students' existing knowledge reserve, arouse their desire to express, and lay a foundation for the subsequent teaching. At the same time, it can naturally connect the previous knowledge with the new lesson, helping students transition smoothly into the learning state of the new lesson. In addition, through the teacher's timely comments and guidance, students can find their own deficiencies in expression, which is conducive to improving their language accuracy in the follow-up study. Step 2: Presentation (Presentation of New Knowledge) In this link, the teacher focuses on presenting the key vocabulary and sentence patterns of this lesson, combining with geographical knowledge to help students understand and master them. First, the teacher presents the key vocabulary one by one with the help of pictures and simple English explanations, such as terrain (landform), climate (weather conditions of a region over a long period of time), vegetation (plants growing in a certain area), settlement (a place where people live together), mountain range (a series of connected mountains), plain (a large area of flat land), plateau (a high and flat area), valley (a low area between mountains) and so on. For each vocabulary, the teacher reads it aloud twice, asks students to follow along, and explains its meaning and usage in simple English, avoiding the use of Chinese as much as possible. For example, when explaining “climate”, the teacher says: “Climate refers to the average weather conditions in a place for a long time, such as hot and rainy in the Amazon Rainforest, and dry and cold in the Sahara Desert.” Then, the teacher gives example sentences to help students understand the collocation and usage of vocabulary, such as “The terrain of this region is mainly mountainous.” “The climate here is suitable for growing rice.” After presenting the vocabulary, the teacher turns to the key sentence patterns of this lesson, focusing on the sentence patterns used to describe geographical characteristics and explain causes. The key sentence patterns include: 1. The + geographical feature + of + place + is + description. (e.g., The climate of Kunming is warm and rainy all year round.) 2. There are + geographical phenomena + in + place. (e.g., There are many rivers and lakes in the Yangtze River Delta.) 3. The main reason for + geographical phenomenon + is + cause. (e.g., The main reason for the dry climate in the Sahara Desert is the lack of rainfall.) 4. Compared with + place A, + place B + has + different geographical features. (e.g., Compared with the North China Plain, the Qinghai-Tibet Plateau is higher and colder.) For each sentence pattern, the teacher first explains its structure and usage, then gives 2-3 example sentences combined with specific geographical cases, and asks students to read the example sentences aloud to familiarize themselves with the rhythm and structure of the sentences. In the process of presentation, the teacher pays attention to interacting with students, asks students to repeat the vocabulary and sentence patterns, and invites students to try to make simple sentences with the new vocabulary and sentence patterns. For example, after explaining the sentence pattern “The + geographical feature + of + place + is + description”, the teacher asks students: “Can you use this sentence pattern to describe your hometown's terrain or climate?” Encourage students to actively participate and give positive feedback to their answers, so as to enhance their confidence in learning. Design Intention: This link focuses on the key points of the lesson, presenting new knowledge in a way of combining pictures, explanations and example sentences, which conforms to the cognitive law of senior high school students and helps them understand and remember new vocabulary and sentence patterns. By avoiding Chinese explanation as much as possible, it creates an English learning environment for students, which is conducive to improving their language sense and language application ability. The interaction between teachers and students can mobilize students' learning enthusiasm, make students participate in the learning process actively, and lay a solid foundation for the subsequent practice link. At the same time, combining geographical knowledge with English teaching, it reflects the integration of subject knowledge and helps students improve their comprehensive quality. Step 3: Practice (Practice Activities) Practice is the key link of this lesson, which is divided into three levels: basic practice, intermediate practice and advanced practice, so as to help students consolidate new knowledge step by step and improve their language application ability. The practice activities are carried out in the form of individual practice, group cooperation and class interaction, ensuring that every student can participate in the practice. First, basic practice: Focus on consolidating the mastery of key vocabulary and sentence patterns. The teacher arranges two small tasks. Task 1: Match the vocabulary with its English explanation. The teacher presents 10 key vocabulary words (such as terrain, climate, vegetation, etc.) and 10 English explanations on the blackboard or multimedia courseware, and asks students to complete the matching task individually. After completing the task, the teacher checks the answers with the whole class, explains the wrong matching items, and strengthens students' memory of vocabulary. Task 2: Fill in the blanks with the correct vocabulary or sentence patterns. The teacher designs 10 fill-in-the-blank sentences, which are closely related to the key vocabulary and sentence patterns of this lesson. For example: 1. The ______ of this area is mainly plain. (terrain) 2. ______ with Beijing, Shanghai has a more humid climate. (Compared) Students complete the task individually, then exchange their answers with their deskmates, and the teacher randomly checks the completion and corrects the mistakes. Second, intermediate practice: Focus on training students' ability to understand and express geographical information. The teacher divides students into groups of 4-5, and each group is given a short English passage about a certain geographical region (such as the Amazon Rainforest). The passage includes the terrain, climate, vegetation and other geographical characteristics of the region. The tasks of each group are: 1. Read the passage carefully and find out the key geographical information (terrain, climate, vegetation, etc.). 2. Use the key vocabulary and sentence patterns learned in this lesson to retell the main content of the passage. 3. Discuss in the group: What are the advantages and disadvantages of the geographical environment of this region? After the group discussion, each group sends a representative to retell the passage and express the group's views. The teacher listens carefully, gives comments on the representatives' expressions, such as affirming their correct use of vocabulary and sentence patterns, and putting forward suggestions for improvement (such as improving the fluency of expression and supplementing relevant content). Third, advanced practice: Focus on training students' comprehensive language application ability and critical thinking ability. The teacher designs a practical task: “Suppose you are a tourist guide, and you need to introduce a famous geographical scenic spot in China to foreign tourists in English.” The requirements are: 1. Use the key vocabulary and sentence patterns learned in this lesson. 2. Introduce the geographical characteristics (terrain, climate, vegetation, etc.) of the scenic spot clearly. 3. Explain the reasons for the formation of these geographical characteristics briefly. 4. The introduction should be fluent and attractive. Students first prepare individually for 5 minutes, then practice in pairs, and finally invite 2-3 students to perform the introduction in front of the whole class. The teacher and other students evaluate the performances from the aspects of vocabulary use, sentence pattern accuracy, fluency of expression and completeness of content, and give positive encouragement and constructive suggestions. Design Intention: The practice link is designed from easy to difficult, which conforms to the law of students' gradual improvement of language ability. Basic practice helps students consolidate the basic knowledge and lay a solid foundation; intermediate practice combines reading and speaking, training students' ability to process and express information; advanced practice closely combines with real life, allowing students to apply the learned knowledge to practical communication, which is conducive to improving their comprehensive language application ability. The form of group cooperation can cultivate students' cooperative spirit and communication ability, and make students learn from each other in the interaction. The evaluation link can help students find their own deficiencies, and at the same time learn from the advantages of others, which is conducive to the overall improvement of students' language level. In addition, combining the practical task of tourist guide with the lesson content, it can stimulate students' learning interest and sense of achievement, and reflect the practicality of English learning. Step 4: Consolidation and Extension (Consolidation and Extension Activities) On the basis of practice, this link further consolidates students' learning achievements and expands their knowledge, so as to achieve the goal of applying what they have learned. First, consolidation activity: The teacher arranges a short writing task. Students are required to write a 80-100 word short passage about their hometown's geographical characteristics, using the key vocabulary and sentence patterns learned in this lesson. The teacher gives specific writing requirements: clear theme, correct vocabulary and sentence patterns, fluent expression, and complete content. Students complete the writing task individually, and after completing the task, they exchange their works with their deskmates for mutual revision, focusing on checking the use of vocabulary and sentence patterns, grammar errors and logical consistency. Then, the teacher selects 2-3 excellent works and 1-2 works with common problems to comment on in the whole class, affirming the advantages of excellent works and pointing out the problems and improvement methods of the works with problems. Then, extension activity: The teacher introduces some geographical knowledge and English expressions related to the theme of the unit, such as the geographical distribution of the world's major climate zones, the English names of famous mountains and rivers in the world, and the impact of geographical environment on human life. The teacher presents this information in the form of pictures and short videos, and explains it in simple English, helping students expand their horizons and enrich their knowledge reserve. At the same time, the teacher asks students to think about the following question: “How does the geographical environment affect people's living habits and production methods?” Students discuss freely in the class, and the teacher guides them to express their views in English as much as possible. Finally, the teacher summarizes the students' views, emphasizing the close relationship between geography and human life, and guiding students to pay attention to geographical knowledge and establish a sense of environmental protection. Design Intention: The writing task in the consolidation activity can train students' writing ability, and at the same time further consolidate the key vocabulary and sentence patterns learned in this lesson, realizing the integration of listening, speaking, reading and writing. Mutual revision between deskmates can cultivate students' ability to find and correct errors, and improve their writing level. The extension activity expands students' knowledge, connects English learning with geographical knowledge and real life, which is conducive to improving students' comprehensive quality and cross-cultural communication ability. The discussion link can stimulate students' thinking, cultivate their critical thinking ability and ability to express their views in English, and at the same time infiltrate environmental protection education, reflecting the educational value of English teaching. Step 5: Summary and Homework (Summary and Homework Arrangement) First, summary: The teacher invites students to summarize the key content of this lesson in English, including key vocabulary, sentence patterns and the ability to be mastered. Then, the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, and sorting out the learning context of this lesson, helping students form a systematic knowledge framework. The teacher emphasizes again: “In this lesson, we have mastered a lot of geography-related English vocabulary and sentence patterns, and learned to use them to describe geographical phenomena and explain their causes. We should pay attention to combining English learning with geographical knowledge, and constantly improve our comprehensive language application ability.” Then, homework arrangement: The homework is divided into two parts: basic homework and optional homework, so as to meet the needs of different students. Basic homework: 1. Recite the key vocabulary and sentence patterns of this lesson. 2. Revise the short passage written in class according to the teacher's comments and the opinions of deskmates, and copy it neatly. 3. Read the English passage about geography distributed by the teacher, and find out the key geographical information. Optional homework: 1. Collect English materials about a geographical region you are interested in, and make a simple English poster to introduce the geographical characteristics of the region. 2. Practice introducing the geographical characteristics of your hometown with your family or friends in English. Design Intention: The summary link allows students to review and sort out the knowledge learned in this lesson independently, which is conducive to strengthening their memory and forming a systematic knowledge framework. The teacher's supplementary summary can help students grasp the key points and difficult points again, and deepen their understanding of the lesson content. The homework arrangement is hierarchical, which not only ensures that all students can consolidate the basic knowledge, but also provides opportunities for students with strong learning ability to expand and improve, reflecting the principle of teaching students in accordance with their aptitude. The optional homework combines practical operation and oral practice, which is conducive to improving students' learning interest and comprehensive language application ability, and realizing the extension of classroom learning to after-class learning. Step 6: Teaching Reflection (Teaching Reflection) After the class, the teacher should conduct in-depth reflection on the teaching process, focusing on the following aspects: 1. Whether the lead-in activity effectively stimulates students' learning interest and smoothly leads to the theme of the lesson. 2. Whether the presentation of new knowledge is clear and easy to understand, and whether students can effectively master the key vocabulary and sentence patterns. 3. Whether the practice activities are reasonable in design, whether they can effectively consolidate the new knowledge and improve students' language application ability, and whether every student can participate in the practice actively. 4. Whether the consolidation and extension activities are effective, whether they can help students expand their knowledge and improve their comprehensive quality. 5. What problems exist in the teaching process, such as whether the interaction between teachers and students is sufficient, whether the feedback on students' answers is timely and accurate, and whether the homework arrangement is reasonable. 6. How to improve the teaching methods and activities in the next class to better meet the learning needs of students and improve the teaching effect. Design Intention: Teaching reflection is an important part of teaching, which helps teachers summarize experience, find problems and continuously improve their teaching level. By reflecting on the teaching process, teachers can better understand the learning situation of students, adjust the teaching plan and methods in time, and make the subsequent teaching more targeted and effective. At the same time, teaching reflection can also help teachers form their own teaching style and promote their professional growth. 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 $