Unit 5 Geography-Section 4 Expanding Our Horizons 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 4 Expanding Our Horizons 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use geographical English expressions, cultural awareness to understand global geographical diversity, thinking quality to analyze geographical phenomena logically, and learning ability to explore geographical knowledge independently and cooperatively. 教学重难点 Key points: Mastering core geographical vocabulary and complex sentences about natural and human geography. Difficult points: Using learned knowledge to describe geographical features and analyze the relationships between human activities and geographical environments accurately. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing a set of multi-modal materials, including high-definition pictures of typical geographical landscapes (such as the Amazon rainforest, the Sahara Desert, the Great Wall, and the Grand Canyon), short video clips of geographical documentaries (about 2 minutes, showing the formation of different landforms), and a world map marked with special geographical regions. Then the teacher asks open-ended questions in English: “What geographical landscapes can you see in the pictures and videos? Which one impresses you most and why? Do you know how these landscapes are formed?” After asking the questions, the teacher gives students 3 minutes to think independently and then invites 3-4 students to share their answers. During the sharing process, the teacher listens carefully, corrects minor language mistakes gently, and guides students to use simple geographical words, such as “mountain”, “river”, “forest”, “desert”, “climate”, etc. After the student sharing, the teacher summarizes: “Today we will enter Section 4 Expanding Our Horizons, which will take us to explore more wonderful geographical knowledge, learn more professional geographical expressions, and understand the close connection between human beings and the geographical environment.” Finally, the teacher presents the learning objectives of this lesson in English, clarifying what students need to master after the class. Design Intention: This lead-in link adopts the multi-modal teaching concept, integrating pictures, videos and maps to construct a “language-visual-auditory” meaning network, which can quickly attract students’ attention and arouse their interest in geographical knowledge. The open-ended questions encourage students to express their own views, activate their existing geographical and English knowledge reserves, and lay a foundation for the subsequent learning. Presenting learning objectives helps students clarify the learning direction and enhance their learning initiative. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges the vocabulary learning task. The core vocabulary of this section is listed on the screen, including nouns (landform, plateau, basin, vegetation, rainfall, civilization), verbs (shape, distribute, adapt, affect), adjectives (arid, fertile, diverse, vast), and some fixed collocations (be shaped by, adapt to, be distributed in, have a great impact on). For each word, the teacher pronounces it clearly twice, guides students to follow and read, and explains the meaning and usage with simple English sentences combined with geographical examples. For example, when explaining “plateau”, the teacher says: “A plateau is a large area of high flat land, such as the Qinghai-Tibet Plateau in China, which is the highest plateau in the world.” For difficult words like “vegetation” and “civilization”, the teacher supplements pictures to help students understand visually. After the vocabulary explanation, the teacher organizes a “vocabulary matching” game. The left side of the screen shows words, and the right side shows corresponding definitions and pictures. Students are divided into 4 groups, and each group takes turns to answer. The group that answers correctly gets one point, and the group with the highest score at the end gets a small reward. This activity lasts for 5 minutes. Next, the teacher introduces the background knowledge related to the text. The text of this section mainly introduces the geographical characteristics of different regions in the world and the impact of geographical environment on human civilization. The teacher briefly introduces in English: “Our world is full of diverse geographical landscapes, and each region has its own unique landforms, climate and vegetation. These geographical factors not only shape the natural scenery of the region, but also affect the way people live, work and even the development of civilization. For example, the ancient Egyptian civilization was born along the Nile River, because the fertile land by the river provided favorable conditions for agriculture.” The teacher also shows a simple map of the world, marking the regions mentioned in the text, helping students establish a spatial concept. Step 3: While-reading (Text Analysis and Skill Training) This step is divided into three parts: fast reading, careful reading and deep reading, which gradually guides students to understand the text and improve their reading skills. Fast Reading The teacher asks students to read the text quickly and complete two tasks: Find out the main idea of the text; List the geographical regions mentioned in the text. Students are given 4 minutes to finish the reading. After reading, the teacher invites students to share their answers. The main idea of the text is: It introduces the diverse geographical landscapes of different regions in the world, analyzes the impact of geographical environment on vegetation, climate and human activities, and calls on people to protect the geographical environment. The geographical regions mentioned include the Amazon Basin, the Sahara Desert, the European Plain and the Qinghai-Tibet Plateau. After confirming the answers, the teacher guides students to sort out the structure of the text. The text is divided into three parts: the first paragraph is the opening, which puts forward that the world has diverse geographical landscapes; the middle paragraphs introduce the geographical characteristics of different regions and the impact of geographical environment; the last paragraph is the conclusion, which emphasizes the importance of protecting the geographical environment. Design Intention: Fast reading training helps students master the skill of skimming, which enables them to quickly grasp the main idea and key information of the text, improving their reading speed and efficiency. Sorting out the text structure helps students establish a clear logical framework, understand the organizational characteristics of the text, and lay a foundation for in-depth reading. Careful Reading The teacher divides the text into three parts according to the structure, and designs targeted questions for each part to guide students to read carefully and find key details. For the first part (Paragraph 1), the questions are: What is the main feature of the world’s geographical landscapes? What does the author want to tell us through the description of diverse geographical landscapes? For the middle part (Paragraphs 2-5), the questions are designed in the form of a table. The teacher shows the table on the screen, and students need to fill in the blanks according to the text: Geographical Region Landform Climate Vegetation Impact on Human Activities Amazon Basin Large plain, crisscrossed by rivers Hot and rainy Dense rainforest, rich in species People live by hunting, fishing and planting tropical crops Sahara Desert Vast desert, sand dunes everywhere Hot and arid, little rainfall Sparse, mainly drought-resistant plants People live a nomadic life, relying on oases for water and food European Plain Flat and fertile, with many rivers Temperate continental climate, mild and rainy Lush forests and grasslands Developed agriculture and animal husbandry, dense population Qinghai-Tibet Plateau High and cold, with many mountains and lakes Cold and dry, strong sunlight Alpine meadows and shrubs People raise yaks, and agriculture is limited to river valleys For the last part (Paragraph 6), the questions are: What is the author’s attitude towards the geographical environment? What does the author call on people to do? Students are given 8 minutes to read carefully and complete the tasks. During the reading process, the teacher walks around the classroom, answers students’ questions in time, and guides students to mark key sentences and difficult points in the text. After reading, the teacher organizes students to check the answers in groups first, and then invites each group to send a representative to share the answers. For the blanks in the table, the teacher corrects and supplements them in time, and guides students to find the corresponding sentences in the text to verify, ensuring that students grasp the key details. Design Intention: Careful reading is the key link to understand the text in depth. By designing hierarchical questions and a table task, students are guided to read the text carefully, find key details, and improve their ability to extract and sort out information. Group discussion and mutual checking help students learn from each other, solve problems together, and improve their cooperative learning ability. Guiding students to mark key points and difficult points helps them form a good reading habit. Deep Reading On the basis of careful reading, the teacher guides students to conduct in-depth analysis and thinking, focusing on cultivating students’ thinking quality and cultural awareness. The teacher puts forward the following questions: What are the similarities and differences between the geographical environments of the four regions mentioned in the text? How does the geographical environment affect the way people live and work? Can you give more examples in daily life? Why does the author call on people to protect the geographical environment? What problems may we face if we destroy the geographical environment? Students are divided into groups of 4 to discuss these questions. Each group designates a recorder to record the group’s views, and a spokesperson to share the discussion results. The discussion lasts for 6 minutes. During the discussion, the teacher participates in the discussion of each group, guides students to think deeply, and reminds students to use the vocabulary and sentences learned in the text to express their views. After the discussion, each group’s spokesperson shares the discussion results, and the teacher makes comments and supplements. For example, when discussing the impact of geographical environment on human activities, the teacher guides students to think: “The Amazon Basin is hot and rainy, so people plant tropical crops; the Sahara Desert is arid, so people live a nomadic life. This shows that human beings will adapt to the geographical environment to survive and develop. At the same time, human activities will also affect the geographical environment, such as deforestation in the Amazon rainforest will lead to soil erosion and climate change.” In addition, the teacher guides students to analyze the complex sentences in the text, such as “The Amazon Basin, which is located in South America, is the largest plain in the world and is crisscrossed by numerous rivers.” The teacher explains the attributive clause in this sentence, guides students to understand the structure of the sentence, and asks students to make similar sentences with the attributive clause, such as “The Sahara Desert, which is located in North Africa, is the largest desert in the world and has little rainfall.” Design Intention: Deep reading helps students go beyond the surface of the text, conduct in-depth analysis and thinking, and cultivate their logical thinking and critical thinking abilities. Group discussion provides students with a platform for communication and expression, which not only improves their oral expression ability, but also cultivates their cooperative learning ability. Analyzing complex sentences helps students master the key grammatical points of this section, improve their ability to understand and use complex sentences, and lay a foundation for the subsequent language output. Step 4: Post-reading (Consolidation and Application) This step is mainly to help students consolidate the learned knowledge, apply the knowledge to practice, and improve their language application ability. It is divided into two parts: language consolidation and practical application. Language Consolidation The teacher designs two exercises to help students consolidate the vocabulary and sentences learned in this lesson. Exercise 1: Fill in the blanks with the correct form of the given words. The words provided include shape, distribute, adapt, affect, arid, fertile, diverse. Students need to fill in the blanks according to the context of the sentences. For example: The climate in the Sahara Desert is very ______, so few plants can grow there. Human activities ______ the geographical environment greatly. The Amazon rainforest is home to ______ species of plants and animals. Exercise 2: Rewrite the sentences using the attributive clause. For example: The Qinghai-Tibet Plateau is the highest plateau in the world. It is located in western China. → The Qinghai-Tibet Plateau, which is located in western China, is the highest plateau in the world. Students are given 5 minutes to complete the exercises. After completion, the teacher checks the answers in class, corrects the mistakes, and explains the key and difficult points in the exercises. For students who make more mistakes, the teacher communicates with them individually after class to help them make up for the deficiencies. Design Intention: Through targeted exercises, students can consolidate the core vocabulary and grammatical points learned in this lesson, and improve their ability to use language knowledge flexibly. Checking answers in class helps the teacher timely grasp the students’ learning situation, find out the problems existing in students’ learning, and adjust the teaching progress and methods in time. Practical Application The teacher designs a practical task: “Suppose you are a tour guide, and you need to introduce a geographical region in China to foreign tourists. You should introduce its landform, climate, vegetation and the impact of geographical environment on human activities, using the vocabulary and sentences learned in this lesson. The introduction should be about 100 words.” First, the teacher gives a sample introduction: “Hello, everyone! Today I will introduce the Yangtze River Delta to you. It is a large plain located in eastern China, with flat and fertile land and many rivers. The climate here is mild and rainy, so the vegetation is lush. The favorable geographical environment makes the Yangtze River Delta one of the most developed regions in China, with developed agriculture, industry and commerce. People here live a happy life and are very friendly.” Then, students are given 10 minutes to prepare their own introductions. During the preparation process, students can discuss with their deskmates and ask the teacher for help if they have any questions. After preparation, the teacher invites 5-6 students to present their introductions in front of the class. The teacher makes comments on each student’s performance, affirming their advantages, pointing out their deficiencies, and guiding them to improve their expressions. In addition, the teacher assigns an after-class task: Write a short passage about a geographical region you are familiar with, introducing its geographical characteristics and the impact of geographical environment on human activities. The passage should be about 150 words, and use at least 5 core vocabulary and 2 complex sentences learned in this lesson. Design Intention: The practical task of being a tour guide combines the learned knowledge with real life, which can stimulate students’ interest in language application and improve their oral expression ability. The sample introduction provides a model for students, reducing the difficulty of the task. The after-class writing task helps students consolidate the learned knowledge, improve their writing ability, and achieve the goal of “learning for use”. At the same time, this task also helps students understand the geographical characteristics of their own country, enhance their national pride, and cultivate their cultural awareness. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of this lesson. The teacher asks students to recall: “What did we learn today? What key vocabulary and sentences did we master? What geographical knowledge did we understand?” Students take turns to answer, and the teacher supplements and sorts out, helping students form a complete knowledge system. The summary focuses on three aspects: vocabulary and grammar, text content, and core literacy. The teacher emphasizes: “Today we not only mastered the core vocabulary and complex sentences related to geography, understood the diverse geographical landscapes of the world and the impact of geographical environment on human activities, but also improved our reading, speaking and writing abilities, and enhanced our awareness of protecting the geographical environment.” Then, the teacher guides students to reflect on their own learning. The teacher asks: “What did you do well in this class? What problems did you encounter? How can you improve them in the future?” Students think independently for 2 minutes, and then share their reflections with their deskmates. The teacher invites 2-3 students to share their reflections in class, and gives positive guidance and encouragement. For example, if a student says that he is not good at using complex sentences, the teacher says: “It doesn’t matter. You can practice more after class by imitating the sentences in the text. I believe you will make progress soon.” Finally, the teacher makes a final summary: “Geography is closely related to our life. By learning this lesson, we should not only master the relevant English expressions, but also pay more attention to the geographical environment around us, establish the awareness of protecting the earth, and strive to be a responsible citizen. I hope you can continue to explore more geographical knowledge after class and expand your horizons.” 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 $