Unit 5 Geography-Section 3 Using English in Context 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 3 Using English in Context 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use geography-related English in real contexts, cultivates their thinking quality through geographical information analysis, strengthens cultural awareness of global geographical diversity, and improves their learning ability to explore independently and cooperate collaboratively. 教学重难点 Key points: Mastering geography-related vocabulary and sentence patterns, and using them to describe geographical phenomena and express views. Difficult points: Applying learned knowledge flexibly in complex contexts and understanding the logical connection between geographical concepts in English. 教学过程 Lead-in: Activate Prior Knowledge and Guide into the Topic The teacher starts the class by showing a set of vivid geographical pictures, including famous mountains, rivers, deserts, and urban landscapes from all over the world. While displaying the pictures, the teacher asks simple and guiding questions in English: “What can you see in this picture? Which part of the world do you think it is? What geographical features does it have?” Then, the teacher invites several students to share their answers freely. After that, the teacher summarizes the students’ answers and naturally leads to the topic of this lesson: “Today, we will learn how to use English to talk about geographical phenomena, express geographical views and communicate in real geographical contexts, which is the core content of Section 3 Using English in Context.” Design Intention: The use of visual pictures can quickly attract students’ attention and arouse their interest in learning. The simple guiding questions can activate students’ prior knowledge of geography and their existing English vocabulary related to geography, reducing the difficulty of learning new knowledge. By inviting students to share, it can mobilize their enthusiasm for participation and create a positive classroom atmosphere, laying a good foundation for the smooth development of the follow-up teaching activities. Presentation: Master New Knowledge and Build Language Foundation Vocabulary Presentation Combined with the geographical pictures shown in the lead-in part, the teacher presents the key vocabulary of this lesson, such as “biodiversity”, “desertification”, “irrigation”, “erosion”, “legislation”, “debate”, “staple food” and “ecosystem”. For each word, the teacher first pronounces it clearly and asks students to follow along, then explains its meaning in simple English, and matches it with the corresponding geographical picture to help students understand. For example, when teaching “desertification”, the teacher shows pictures of desert expansion and explains: “Desertification is the process by which fertile land becomes desert, usually caused by human activities and climate change.” Then, the teacher gives simple example sentences, such as “Desertification is a serious environmental problem in many dry areas.” Students are asked to make simple sentences with the new words in pairs to consolidate their memory and initial understanding of the words. Design Intention: Combining pictures with vocabulary teaching conforms to the cognitive characteristics of senior high school students, making abstract vocabulary concrete and intuitive, which is conducive to students’ understanding and memory. Pronunciation guidance ensures that students can master the correct pronunciation of words, and example sentences and pair work help students apply new words initially, laying a solid vocabulary foundation for the subsequent context application. Sentence Pattern Presentation On the basis of mastering new vocabulary, the teacher presents the key sentence patterns of this lesson, which are mainly used to describe geographical phenomena, analyze geographical causes and express geographical views. The key sentence patterns include: 1. “The main geographical feature of... is that...”; 2. “... is caused by...”; 3. “We should take measures to... to protect...”; 4. “There is a close relationship between... and...”; 5. “From my point of view, it is important to...”. For each sentence pattern, the teacher first explains its structure and usage, then gives example sentences combined with geographical contexts. For example, for the sentence pattern “... is caused by...”, the teacher gives the example: “Soil erosion is caused by deforestation and heavy rain.” Then, the teacher guides students to replace the key parts of the example sentences with the new vocabulary they have just learned to make new sentences. For example, students can make sentences like “Desertification is caused by overgrazing and climate change.” Design Intention: Sentence patterns are the basis of English expression. By focusing on the sentence patterns commonly used in geographical contexts, it can help students master the way of expressing geographical information in English. Replacing key parts to make new sentences can not only consolidate the mastery of new vocabulary and sentence patterns, but also cultivate students’ ability to flexibly use language knowledge, laying a foundation for the subsequent context application. Practice: Strengthen Language Application and Improve Practical Ability Controlled Practice: Fill in the Blanks and Complete Sentences The teacher designs controlled practice exercises based on the new vocabulary and sentence patterns learned. The first exercise is filling in the blanks: the teacher provides a short passage about geographical environment, and some key words and phrases are omitted. Students need to fill in the blanks with the correct form of the new vocabulary learned. For example: “The loss of ________ (biodiversity) will have a serious impact on the ecological balance. ________ (Desertification) is becoming more and more serious in some areas, which is mainly caused by human activities.” The second exercise is completing sentences: the teacher provides the beginning of the sentence, and students need to complete the sentence with the key sentence patterns learned. For example: “The main geographical feature of the Amazon Rainforest is that ________.” “We should take measures to ________ to prevent soil erosion.” After students finish the exercises independently, the teacher checks the answers, corrects the mistakes, and explains the key and difficult points in the exercises. Design Intention: Controlled practice is a transitional link from knowledge mastery to ability application. It can help students consolidate the new vocabulary and sentence patterns they have learned, find out their own weak points, and lay a solid foundation for the subsequent semi-controlled and free practice. Independent completion and teacher correction can help students form correct language usage habits. Semi-Controlled Practice: Dialogue and Discussion The teacher divides students into groups of 4-5, and assigns different geographical topics to each group, such as “How to protect biodiversity?”, “What are the causes of soil erosion and how to solve it?”, “The impact of irrigation projects on agricultural development” and so on. Each group is required to have a dialogue or discussion on the assigned topic, using the new vocabulary and sentence patterns learned in this lesson. During the group discussion, the teacher walks around the classroom, observes the students’ performance, provides timely guidance for students who have difficulties in expression, and corrects their incorrect language usage. After the discussion, each group sends a representative to present the results of their discussion to the whole class. The teacher makes comments on the performance of each group, affirming their advantages and putting forward suggestions for improvement. Design Intention: Semi-controlled practice provides students with a relatively free language application environment, which can mobilize students’ enthusiasm and initiative in learning. Group cooperation can cultivate students’ cooperative learning ability and communication ability. Through dialogue and discussion, students can flexibly use the knowledge they have learned to express their own views, improving their ability to use English in geographical contexts. Teacher’s guidance and comments can help students improve their language application level in time. Free Practice: Situation Simulation and Writing Situation Simulation: The teacher sets up a real geographical communication situation: “Suppose you are a geographical volunteer, and you need to introduce the geographical characteristics and environmental protection measures of your hometown to a foreign tourist.” Each student is required to prepare for 5 minutes, then take turns to simulate the communication scene in front of the class, using the new vocabulary and sentence patterns learned. The teacher and other students act as foreign tourists and ask relevant questions, such as “What is the main staple food in your hometown?” “What measures has your hometown taken to protect the ecosystem?” Writing: On the basis of situation simulation, the teacher asks students to write a short passage (about 100 words) titled “My Hometown’s Geography and Environmental Protection”, requiring students to use at least 5 new vocabulary and 3 key sentence patterns learned in this lesson. Students complete the writing independently, and then exchange their works with their deskmates for mutual revision. The teacher collects some representative works, comments on them in class, and points out the advantages and disadvantages of the works. Design Intention: Free practice is the highest level of language application, which can fully examine students’ ability to flexibly use language knowledge in real contexts. Situation simulation makes language learning closer to real life, improving students’ practical communication ability. Writing practice can cultivate students’ ability to organize language and express views in written English. Mutual revision and teacher’s comments can help students find out their own problems in writing and improve their writing level. Consolidation and Expansion: Deepen Understanding and Expand Vision Summary of Knowledge The teacher invites students to summarize the key knowledge learned in this lesson, including new vocabulary, key sentence patterns and the method of using English in geographical contexts. Then, the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, and sorting out the logical relationship between knowledge points, helping students form a systematic knowledge framework. Design Intention: Letting students summarize knowledge independently can cultivate their ability to sort out and summarize knowledge. Teacher’s supplementary summary can help students clarify the key and difficult points, and form a systematic understanding of the knowledge learned, which is conducive to long-term memory and future application. Knowledge Expansion The teacher introduces some global geographical hot topics in English, such as “global warming and its impact on geographical environment”, “the protection of world cultural and natural heritage”, “the sustainable development of geographical resources” and so on. The teacher briefly introduces the background and related geographical knowledge of each topic, and guides students to discuss the topics using the knowledge learned in this lesson. For example, the teacher asks: “How does global warming affect the geographical environment of the Arctic?” “What measures should we take to protect world cultural and natural heritage?” In addition, the teacher recommends some English materials related to geography for students, such as English geographical magazines, geographical documentaries and geographical websites, and encourages students to read and watch them after class to expand their geographical vision and improve their English reading and listening ability. Design Intention: Expanding geographical hot topics can connect classroom knowledge with real life and the world, improving students’ interest in learning geography and English. Recommending extracurricular materials can guide students to carry out autonomous learning, cultivate their learning ability, and lay a foundation for their long-term development. Evaluation and Feedback: Check Learning Effect and Promote Improvement Formative Evaluation During the whole teaching process, the teacher conducts formative evaluation on students’ performance, including their participation in class activities, the mastery of new vocabulary and sentence patterns, the performance of group discussion, situation simulation and writing. The teacher gives timely praise and encouragement to students who perform well, such as “Your pronunciation is very standard.” “You use the sentence patterns very flexibly.” For students who have difficulties, the teacher gives patient guidance and help, and encourages them to actively participate in class activities. Design Intention: Formative evaluation can timely reflect students’ learning effect, help teachers find out the problems in teaching and adjust teaching strategies in time. Praise and encouragement can enhance students’ confidence in learning, and guidance and help can help students solve learning difficulties and promote their continuous progress. Summative Evaluation At the end of the lesson, the teacher designs a small test to check students’ mastery of the knowledge learned in this lesson. The test content includes vocabulary spelling, sentence pattern conversion, short passage filling and short answer questions. The test is completed independently by students, and the teacher corrects the test papers after class, counts the scores, and analyzes the overall learning situation of the students. For the knowledge points that students generally master poorly, the teacher will review and consolidate them in the next class. For individual students who have great difficulties, the teacher will conduct individual tutoring after class. Design Intention: Summative evaluation can comprehensively check students’ learning effect, help teachers understand the overall level of students’ mastery of knowledge, and provide a basis for the adjustment of subsequent teaching plans. Individual tutoring can help students with learning difficulties make up for their deficiencies and ensure that every student can make progress. Homework Arrangement: Consolidate Knowledge and Promote Autonomous Learning 1. Review the new vocabulary and key sentence patterns learned in this lesson, and make 10 sentences with the new vocabulary and 5 sentences with the key sentence patterns. 2. Revise the short passage written in class according to the teacher’s comments and the suggestions of deskmates, and hand it in the next class. 3. Read an English article about geography (recommended by the teacher) and write a short reading report (about 50 words) to introduce the main content of the article. 4. Discuss the geographical hot topics introduced in class with family members or friends in English, and record the main content of the discussion. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and deepen their understanding. Different types of homework can train students’ listening, speaking, reading and writing abilities comprehensively. Discussing with family members or friends can improve students’ practical communication ability and stimulate their interest in learning English. Writing a reading report can cultivate students’ reading ability and ability to summarize and express. The whole teaching process adheres to the student-centered concept, focuses on the cultivation of students’ four-dimensional key competencies, combines knowledge teaching with ability training, and integrates theory with practice. Through various teaching activities, students can not only master the relevant English knowledge of geography, but also improve their ability to use English in geographical contexts, laying a solid foundation for their future English learning and geographical exploration. 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 $