Unit 5 Humankind and Nature-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四册

Unit 5 Humankind and Nature-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 relevant vocabulary and sentences in context; cultivates cultural awareness of harmonious coexistence between humans and nature; trains logical and critical thinking; and improves autonomous and cooperative learning abilities in language practice. 教学重难点 Key points: Mastering core vocabulary and sentence patterns about environmental protection and applying them in listening, speaking, reading and writing. Difficult points: Using English flexibly in real contexts and expressing views on the relationship between humans and nature logically. 教学过程 Lead-in: Activate Prior Knowledge and Create Context The teacher starts the class by showing a series of pictures and short videos, which include scenes of beautiful natural scenery (such as green mountains, clear rivers and dense forests) and scenes of environmental damage (such as plastic pollution, deforestation and water eutrophication). After playing the videos, the teacher asks students two questions in English: “What do you think of the two kinds of scenes? What should we do to protect our nature?” Then the teacher invites 3-4 students to share their views freely. After the sharing, the teacher summarizes: “Nature is our home, and the relationship between humankind and nature is closely linked. Today, we will learn how to use English in context to talk about this important topic.” Design Intention: The combination of pictures and videos can quickly attract students’ attention and arouse their emotional resonance. By asking open questions, students are guided to connect their existing life experience and prior knowledge about environmental protection, which lays a foundation for the subsequent language learning. At the same time, the English questions create an immersive English learning atmosphere, helping students get into the state of using English to communicate and think, which is in line with the requirements of cultivating students’ language ability and cultural awareness in core literacy. Presentation: Master Core Vocabulary and Sentence Patterns First, the teacher presents the core vocabulary of this section with the help of the context in the textbook, including nouns (pollution, deforestation, conservation, resource), verbs (protect, damage, preserve, reduce), adjectives (harmful, sustainable, environmental, precious) and adverbs (seriously, gradually, effectively). For each word, the teacher provides example sentences closely related to the theme of “Humankind and Nature”, such as “Deforestation has caused great damage to the ecological balance.” and “We should take effective measures to protect wild animals.” Then the teacher guides students to read the words and example sentences aloud, corrects their pronunciation and intonation, and explains the usage of difficult words (such as the collocation of “protect...from...” and the difference between “damage” and “destroy”). Next, the teacher introduces the key sentence patterns in this section, focusing on the sentence patterns used to express suggestions, causes and effects, such as “We should/ought to...”, “It is necessary for us to...”, “The reason why...is that...”, “As a result,...” and “Due to...”. The teacher combines the theme of environmental protection to give example sentences, such as “It is necessary for us to reduce the use of plastic bags to protect the environment.” and “Due to the overuse of natural resources, many species are in danger of extinction.” Then the teacher organizes students to practice these sentence patterns in pairs: one student puts forward an environmental problem, and the other student uses the key sentence patterns to give suggestions or explain the causes and effects. Design Intention: Vocabulary and sentence patterns are the foundation of language use. Presenting vocabulary and sentence patterns in the context of the unit theme can help students understand their meaning and usage more deeply, avoiding isolated memory. The combination of reading aloud, explanation and pair practice enables students to master the core language points in a relaxed and interactive atmosphere, which not only improves their language ability, but also lays a solid foundation for their subsequent contextual application. At the same time, the example sentences closely related to environmental protection also subtly infiltrate the concept of harmonious coexistence between humans and nature, cultivating students’ cultural awareness. Practice: Strengthen Language Application in Context This part is divided into three levels of practice: basic practice, intermediate practice and advanced practice, so as to meet the learning needs of students at different levels and gradually improve their ability to use English in context. First, basic practice: Fill in the blanks with the core vocabulary and sentence patterns learned. The teacher designs 10 fill-in-the-blank questions, which are closely related to the theme of environmental protection. For example, “We should take measures to prevent water ______ (pollution).” “______ (Due to) the serious air pollution, many people suffer from respiratory diseases.” After students finish the questions independently, the teacher checks the answers in class, explains the wrong questions in detail, and emphasizes the key points again. Then, the teacher asks students to read the completed sentences aloud to strengthen their memory and application of vocabulary and sentence patterns. Second, intermediate practice: Dialogue completion. The teacher provides a dialogue about environmental protection between two students, with some blanks in it. The blanks need to be filled in by students using the learned vocabulary and sentence patterns. The dialogue content is close to real life, such as talking about how to protect the environment in daily life, the environmental problems around them, etc. Students complete the dialogue in pairs, and then the teacher invites 2-3 groups to perform the dialogue in front of the class. After the performance, the teacher comments on their performance, affirms their advantages, and puts forward suggestions for improvement (such as the flexibility of sentence use and the fluency of dialogue). Third, advanced practice: Topic discussion. The teacher puts forward a hot topic related to the unit theme: “Should we develop economy at the cost of environmental protection?” Then the teacher divides students into two groups: Group A holds the view that “economy should be developed first, and environmental protection can be carried out later”, and Group B holds the view that “environmental protection should be put first, and economy should be developed in a sustainable way”. Each group discusses the topic in 5 minutes, and each student in the group needs to express their own views and use the learned vocabulary and sentence patterns to support their views. During the discussion, the teacher walks around the classroom, guides students to use English to communicate, helps them solve the language difficulties encountered in the discussion, and reminds them to pay attention to the logic of expression. Design Intention: The hierarchical practice design follows the principle of “from easy to difficult”, which is in line with students’ cognitive law. Basic practice helps students consolidate the learned vocabulary and sentence patterns and achieve the basic goal of language application. Intermediate practice combines dialogue with real life, enabling students to use language in a specific context and improve their oral communication ability. Advanced practice through topic discussion not only strengthens students’ language application ability, but also trains their logical thinking and critical thinking ability—students need to analyze the topic from different angles, put forward their own views and support them with reasons, which is an important way to cultivate their thinking quality. At the same time, group discussion also cultivates students’ cooperative learning ability, making them learn to communicate and cooperate with others in the process of learning. Reading and Comprehension: Deepen Contextual Understanding and Language Application The teacher distributes a reading passage related to the theme of “Humankind and Nature”. The passage mainly introduces the current situation of environmental protection in the world, the measures taken by various countries to protect the environment, and the role that everyone can play in environmental protection. The difficulty of the passage is suitable for senior high school students, and it contains a lot of the core vocabulary and sentence patterns learned in this section. First, the teacher asks students to read the passage quickly and answer two general questions: “What is the main idea of the passage?” and “What measures have been taken by various countries to protect the environment?” This link aims to train students’ skimming ability and help them grasp the main content of the passage quickly. Then, the teacher asks students to read the passage carefully and complete the following tasks: 1. Underline the core vocabulary and sentence patterns learned in this section in the passage; 2. Answer the detailed questions designed by the teacher, such as “What is the biggest environmental problem mentioned in the passage?” “What can we do in daily life to protect the environment?” 3. Translate the key sentences in the passage into Chinese (such as “Sustainable development is the key to balancing economic development and environmental protection.”). After students finish the tasks, the teacher organizes them to exchange and discuss in groups, and then explains the key and difficult points in the passage, including the understanding of long sentences, the usage of complex vocabulary and the logical relationship of the passage. Finally, the teacher guides students to summarize the main content of the passage in their own words, and asks them to express their feelings and views on the passage. For example, “After reading the passage, what do you think of the importance of environmental protection?” “What will you do to protect the environment in the future?” Design Intention: Reading is an important way to improve students’ language ability and contextual understanding. The reading passage closely related to the unit theme not only provides students with more opportunities to use the learned vocabulary and sentence patterns, but also enriches their knowledge about environmental protection, deepening their understanding of the theme of “Humankind and Nature”. The design of skimming and scanning tasks trains students’ reading strategies and improves their reading ability. The translation task helps students deepen their understanding of the meaning of sentences and improve their ability to convert between English and Chinese. The summary and feeling expression link enables students to integrate the language knowledge learned with their own thinking and emotions, which not only improves their language expression ability, but also strengthens their sense of environmental protection, realizing the organic combination of language learning and value guidance. Writing: Apply Language Knowledge to Practical Writing On the basis of the previous study and practice, the teacher guides students to carry out practical writing. The writing task is: Write a short passage (about 120 words) titled “My Suggestions on Environmental Protection”, requiring students to use the core vocabulary and sentence patterns learned in this section, and put forward specific and practical suggestions on environmental protection in daily life. Before writing, the teacher guides students to sort out the writing ideas: first, briefly introduce the importance of environmental protection; then, put forward 2-3 specific suggestions (such as saving water and electricity, reducing the use of plastic products, planting trees, etc.); finally, call on everyone to take action to protect the environment. The teacher also reminds students to pay attention to the logic of the passage, the correct use of vocabulary and sentence patterns, and the standardization of grammar and spelling. During the writing process, students write independently, and the teacher walks around the classroom to provide individual guidance for students who have difficulties. For example, for students who cannot think of specific suggestions, the teacher can give appropriate prompts; for students who have problems in sentence structure, the teacher can help them correct and improve. After students finish writing, the teacher collects some students’ works (including excellent works and works with common problems), displays them in class, and comments on them. For excellent works, the teacher affirms their advantages (such as correct use of language, clear logic, practical suggestions) and invites the students to share their writing ideas. For works with problems, the teacher points out the existing problems (such as wrong word usage, incorrect sentence structure, unclear logic) and guides students to correct them together. Then, students revise their own works according to the teacher’s comments and the excellent works displayed. Design Intention: Writing is an important way to test students’ comprehensive language application ability. The practical writing task closely combined with the unit theme enables students to apply the learned vocabulary and sentence patterns to practical writing, realizing the transformation from “input” to “output” of language knowledge. The guidance of writing ideas helps students sort out their thinking and ensure the logic and completeness of the passage. Individual guidance and class comments can help students find their own problems and learn from others’ advantages, which is conducive to improving their writing ability. At the same time, the writing theme of environmental protection also further strengthens students’ sense of social responsibility and cultural awareness, making them realize that they can contribute to environmental protection through their own words and deeds. Summary and Extension: Consolidate Learning Achievements and Expand Vision First, the teacher leads students to summarize the content of this class: review the core vocabulary and sentence patterns learned, sort out the key points of listening, speaking, reading and writing practice, and emphasize the importance of using English in context. The teacher invites students to take turns to share what they have learned in this class, and then the teacher makes a final summary, emphasizing that language learning is for practical application, and we should actively use English to talk about environmental protection and other topics related to human life, and strive to become a responsible citizen who cares about nature and protects the environment. Then, the teacher carries out the extension activity: assigns an after-class task—asks students to collect 5-8 English expressions about environmental protection (including vocabulary, sentences or proverbs) by searching the Internet, reading English newspapers or magazines, and share them in the next class. At the same time, asks students to write a diary in English about their environmental protection actions in a week, recording what they have done to protect the environment and their feelings. 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 $