Unit 5 Humankind and Nature-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版选择性必修第四册

Unit 5 Humankind and Nature-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Master key words, phrases and sentence patterns related to environmental protection and the relationship between humankind and nature, and improve the ability to understand, express and discuss relevant topics in English. Cultural Awareness: Understand the concepts of ecological protection in different cultures, enhance the awareness of harmonious coexistence between humankind and nature, and establish a sense of global ecological responsibility. Thinking Quality: Develop logical thinking through analyzing the relationship between human activities and natural changes, and cultivate critical thinking and innovative thinking in exploring solutions to environmental problems. Learning Ability: Master effective learning strategies such as cooperative inquiry and autonomous reading, and improve the ability to independently collect and sort out relevant information and solve practical problems in English. 教学重难点 Key Points: Master the key vocabulary (such as surround, harm, advance, various) and phrases (such as in advance, do harm to, take measures) in this section; understand the main idea and logical structure of the text; be able to express views on environmental protection in simple English. Difficult Points: Understand the complex sentence structures in the text and correctly use them in oral and written expression; cultivate the ability to analyze the causes and effects of environmental problems and put forward reasonable solutions in English. 教学过程 Step 1: Lead-in (Lead-in and Preview Review) Activity 1: Video and Question Guide. The teacher plays a 3-minute English short video about environmental changes, showing the beautiful natural scenery in the early days and the current environmental problems (such as deforestation, water pollution, and air pollution). After playing the video, the teacher asks two questions in English: “What do you see in the video? How do you feel about the changes of nature?” Then, invite 3-4 students to answer the questions in English. The teacher gives simple comments and guidance, encouraging students to express their true feelings freely. Activity 2: Preview Review. The teacher asks students to take out their preview notes and check the mastery of key vocabulary and phrases in groups of 4. Each group selects a representative to read the words and phrases (surround, surrounding, surroundings, harm, harmful, harmless, advance, in advance, take measures, do harm to) and make simple sentences. The teacher corrects the pronunciation and sentence errors in time and emphasizes the key points of word usage, such as the difference between “surrounding” (adj.) and “surroundings” (n.), and the collocation of “harm” with prepositions. Design Intention: The video lead-in can quickly attract students' attention, arouse their emotional resonance with environmental issues, and lay an emotional foundation for the study of this section. The theme of the video is closely related to the unit theme “Humankind and Nature”, which can naturally lead to the core content of this section. The preview review activity can help teachers understand students' pre-class learning situation, consolidate the basic vocabulary and phrases, and lay a solid language foundation for the subsequent text learning and ability training. At the same time, group activities can cultivate students' cooperative learning awareness and improve their oral expression ability in a relaxed atmosphere. Step 2: Text Reading (Comprehension and Analysis) Activity 1: Skimming for Main Idea. The teacher asks students to read the text quickly and answer the following questions: 1. What is the main topic of the text? 2. What are the main environmental problems mentioned in the text? After students finish reading, the teacher invites students to share their answers, and then summarizes the main idea of the text: The text mainly discusses the relationship between humankind and nature, points out the environmental problems caused by human activities, and puts forward corresponding solutions to protect the environment. Activity 2: Scanning for Key Information. The teacher asks students to read the text again carefully and fill in the following form. The form includes three columns: Environmental Problems, Causes, and Solutions. Students complete the form independently first, and then discuss and revise it in groups. After the discussion, each group selects a representative to present the group's results, and the teacher comments and supplements, helping students sort out the key information of the text and clarify the logical structure of the text (putting forward problems - analyzing causes - putting forward solutions). Activity 3: Detailed Reading and Sentence Analysis. The teacher selects several key and difficult sentences in the text for detailed analysis, helping students understand the meaning and structure of the sentences. For example: 1. “With the rapid development of industry and agriculture, human beings have been overusing natural resources and causing great harm to the environment.” The teacher analyzes the structure of the sentence: “With” prepositional phrase as adverbial, the main clause is “human beings have been overusing... and causing...”, and explains the usage of the present perfect continuous tense (expressing an action that started in the past and is still continuing or has just ended). 2. “It is necessary for us to take effective measures to protect the environment and promote the harmonious coexistence between humankind and nature.” The teacher explains the sentence structure “It is + adj. + for sb. to do sth.”, and emphasizes the collocation of “take measures to do sth.”. After analyzing each sentence, the teacher asks students to make similar sentences to consolidate the mastery of the sentence structure. Activity 4: Text Retelling. The teacher asks students to retell the text according to the key information sorted out in the form, using the key words and sentence patterns they have just mastered. Students can retell independently first, and then retell in pairs. The teacher walks around the classroom to give guidance, and invites 2-3 students to retell in front of the whole class, giving positive comments and suggestions. Design Intention: Skimming and scanning activities can help students master the reading skills of quickly grasping the main idea and key information, which is in line with the requirements of improving students' reading ability in core literacy. Detailed reading and sentence analysis can help students break through the difficult points of the text, understand the usage of key sentence structures, and lay a foundation for subsequent oral and written expression. Text retelling can not only test students' understanding of the text, but also help students consolidate the key vocabulary and sentence patterns, and improve their language organization and expression ability. Group discussion in the process can further stimulate students' learning enthusiasm and improve their cooperative learning ability. Step 3: Language Practice (Application and Consolidation) Activity 1: Vocabulary and Phrase Practice. The teacher designs two types of exercises: 1. Fill in the blanks with the correct form of the given words. The given words include surround, harm, advance, various, etc. For example: (1) The __________ (surround) of the school are very beautiful. (2) Smoking is __________ (harm) to our health. 2. Translate the following sentences into English, using the key phrases learned in this section. For example: (1) 我们应该提前做好准备。(in advance) (2) 人类的活动对自然造成了很大的伤害。(do harm to) Students complete the exercises independently, and then check the answers with their deskmates. The teacher explains the difficult exercises and emphasizes the key points of usage again. Activity 2: Oral Discussion. The teacher divides students into groups of 6, and sets the discussion topic: “What can we do as senior high school students to protect the environment in our daily life?” Each group selects a moderator to organize the discussion, and each student expresses their views in English. The teacher puts forward guiding questions if necessary, such as “Do you save water and electricity in daily life? How do you deal with the garbage?” After the discussion, each group selects a representative to report the group's views to the whole class. The teacher makes comments, affirms the reasonable suggestions put forward by the students, and encourages students to put their views into practice. Activity 3: Writing Practice. The teacher asks students to write a short passage (about 100 words) with the title “My Suggestions on Environmental Protection”, using the key vocabulary, phrases and sentence patterns learned in this section. Before writing, the teacher gives a brief guide: 1. Start with a topic sentence, pointing out the importance of environmental protection. 2. List 2-3 specific suggestions. 3. End with a call for action. Students write independently, and the teacher walks around the classroom to give individual guidance to students who have difficulties in writing. After writing, students exchange their passages with their deskmates and put forward revision suggestions. Then, the teacher selects 2-3 excellent passages and 1-2 passages with common errors to comment on, affirming the advantages of the excellent passages and correcting the errors in the passages with problems, helping students improve their writing ability. Design Intention: Vocabulary and phrase practice is to consolidate the basic language knowledge and ensure that students can master and use the key language points flexibly. Oral discussion combines the text content with real life, which can stimulate students' thinking, improve their oral expression ability, and at the same time enhance their awareness of environmental protection. Writing practice is a comprehensive application of language knowledge, which can help students integrate the learned vocabulary, phrases and sentence patterns, improve their written expression ability, and realize the transformation from language input to language output. The process of mutual revision between students can also help them find their own problems and learn from each other's advantages. Step 4: Expansion and Extension (Cultivation of Core Literacy) Activity 1: Cultural Expansion. The teacher introduces the environmental protection measures and concepts in different countries in English, such as the environmental protection policies in Germany (focusing on renewable energy development) and Japan (focusing on garbage classification and recycling). Then, the teacher asks students to discuss: “What are the differences and similarities between the environmental protection concepts in different countries? What can we learn from them?” Through discussion, students can understand the diversity of environmental protection cultures, enhance their cultural awareness and global vision. Activity 2: Critical Thinking Training. The teacher puts forward a controversial topic: “Some people think that economic development is more important than environmental protection, while others think that environmental protection should be put first. What is your opinion?” The teacher guides students to analyze the pros and cons of the two views, and encourages students to put forward their own views and give reasons. For example, students can put forward that economic development and environmental protection can be coordinated, and we should develop economy on the premise of protecting the environment. After the discussion, the teacher summarizes, guiding students to establish a scientific view of development and realize the importance of harmonious coexistence between humankind and nature. Activity 3: Learning Strategy Guidance. The teacher summarizes the learning strategies used in this section, such as: 1. Reading strategy: Skimming to grasp the main idea, scanning to find key information. 2. Cooperative learning strategy: Discussing in groups to solve problems together. 3. Vocabulary memory strategy: Associating words with context and making sentences to memorize words. The teacher encourages students to apply these strategies to their daily English learning, and asks students to share their own effective learning strategies, helping students improve their learning ability. Design Intention: Cultural expansion can help students understand the environmental protection cultures in different countries, broaden their horizons, and cultivate their cultural awareness and cross-cultural communication ability. Critical thinking training can help students break through the limitations of one-sided thinking, develop their logical thinking and critical thinking ability, and form their own views on environmental issues. Learning strategy guidance can help students master scientific learning methods, improve their learning efficiency and learning ability, which is an important part of core literacy cultivation. Step 5: Summary and Homework (Consolidation and Extension) Activity 1: Class Summary. The teacher invites students to summarize the key content of this class in English, including key vocabulary, phrases, sentence patterns, text main idea and learning experience. Then, the teacher makes a supplementary summary, emphasizing the core content of this section and the requirements of core literacy cultivation, and reviews the environmental protection concepts and practical methods mentioned in the class, strengthening students' memory and understanding. Activity 2: Homework Arrangement. 1. Basic Homework: Review the key vocabulary, phrases and sentence patterns of this section, and copy and make sentences for each key word and phrase. 2. Practical Homework: Do one thing related to environmental protection in daily life (such as saving water, sorting garbage, planting small trees) and write a short English diary (about 50 words) to record it. 3. Extended Homework: Collect English materials about environmental protection (such as English news, short articles) and share them in the next class. Design Intention: Class summary can help students sort out the knowledge system of this class, consolidate the learned content, and improve their ability to summarize and sort out information. The arrangement of homework is hierarchical, which not only ensures the consolidation of basic knowledge (basic homework), but also combines the learned content with real life (practical homework), and expands students' learning channels (extended homework). This can not only help students consolidate the knowledge learned in class, but also improve their practical ability and autonomous learning ability, and further strengthen their awareness of environmental protection. Throughout the teaching process, the design always takes the four-dimensional core literacy as the guidance, combines the text content with real life, and adopts various teaching activities such as group discussion, cooperative inquiry, and practical operation to stimulate students' learning enthusiasm, improve their language ability, cultural awareness, thinking quality and learning ability, and guide students to establish a correct view of humankind and nature, and take the initiative to assume the responsibility of environmental protection. 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 $