Unit 5 Humankind and Nature-Section 4 Expanding Our Horizons 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 4 Expanding Our Horizons 教学目标和重难点 教学目标 It focuses on developing students’ language ability to express views on humankind and nature in English, cultural awareness to respect the harmony between human and nature, thinking quality to analyze the relationship dialectically, and learning ability to explore related knowledge independently. 教学重难点 Key points: Master core vocabularies and sentence patterns about environmental protection; understand the theme and structure of the text. Difficult points: Use target language to discuss environmental issues and put forward practical solutions logically. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing students a series of pictures and short videos. The materials include beautiful natural scenery (such as blue oceans, dense forests, and lovely wild animals) and scenes of environmental damage (such as polluted rivers, deforested mountains, and endangered animals). After watching, the teacher asks two questions in English: “What do you feel when you see these pictures and videos?” “What do you think is the relationship between humankind and nature?” Then, the teacher invites 3-4 students to share their views freely. During the sharing process, the teacher guides students to use simple English expressions, and properly supplements key words related to the topic, such as “environmental protection”, “pollution”, “harmony”, “destroy”, “protect” and so on. After the students finish sharing, the teacher makes a brief summary: “Nature gives us a beautiful home, but human activities have caused great damage to it. Today, we will learn Section 4 Expanding Our Horizons to explore more about the relationship between humankind and nature and how we can protect our home.” Design Intention: The lead-in links students’ real life and existing knowledge through vivid audio-visual materials, which can quickly attract students’ attention and arouse their emotional resonance. By asking open questions, students’ thinking is activated, and they can naturally enter the theme of the unit. At the same time, the teacher supplements key words appropriately to lay a foundation for the subsequent text learning and language output, and subtly infiltrates the awareness of environmental protection, which is in line with the requirements of cultural awareness in core literacy. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabularies and phrases of this section on the screen, including “sustainable”, “conservation”, “renewable energy”, “carbon emission”, “eco-friendly”, “preserve”, “undertake”, “contribute to” and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with the theme of “humankind and nature” to give example sentences, and guides students to read after the teacher to master the correct pronunciation and usage. For example, when explaining “sustainable”, the teacher says: “Sustainable means something that can continue for a long time without damaging the environment. For example, sustainable development is very important for our future.” Then, the teacher introduces the background knowledge related to the text briefly: “With the rapid development of human society, environmental problems have become increasingly serious. More and more countries and people begin to pay attention to environmental protection and advocate sustainable development. The text we will read today mainly introduces some ways that human beings can take to live in harmony with nature and the importance of protecting the environment.” After that, the teacher asks students to predict the content of the text according to the title “Expanding Our Horizons” and the background knowledge: “What do you think the text will talk about? What ways to protect the environment may be mentioned?” Students can discuss in pairs for a while, and then each group sends a representative to share their predictions. The teacher affirms the reasonable parts of students’ predictions and encourages them to verify their own ideas in the process of reading. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabularies before reading can help students reduce the difficulty of reading and improve reading efficiency. Combining vocabulary explanation with the unit theme makes it easier for students to understand and remember words, and lays a foundation for their subsequent language application. Introducing background knowledge helps students understand the social and practical significance of the text, broaden their horizons, and cultivate their learning ability of connecting knowledge with real life. Predicting the text content can stimulate students’ reading interest and initiative, and train their logical reasoning ability, which is conducive to the cultivation of thinking quality. Step 3: While-reading (Text Analysis and Comprehension) This step is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text from shallow to deep. Fast Reading The teacher asks students to read the text quickly and complete two tasks: First, find out the main idea of the text; second, divide the text into several parts and summarize the main idea of each part. After students finish reading, the teacher invites students to share their answers. The teacher corrects and supplements them, and finally summarizes the structure of the text: The first part (Paragraph 1) puts forward the problem that human activities have damaged nature and the necessity of protecting the environment; the second part (Paragraphs 2-4) introduces specific ways to protect the environment, including developing renewable energy, reducing carbon emissions and strengthening environmental protection publicity; the third part (Paragraph 5) emphasizes that everyone should take responsibility to protect the environment and achieve harmony between humankind and nature. Design Intention: Fast reading aims to train students’ ability of skimming and grasping the main idea of the text quickly, which is an important part of language ability. Dividing the text and summarizing the main idea of each part can help students sort out the logical structure of the text, cultivate their ability of induction and generalization, and lay a foundation for careful reading. Careful Reading The teacher asks students to read the text carefully and complete the following detailed tasks: 1. Underline the key sentences in each paragraph; 2. Answer the following questions: What problems has human activity caused to nature? What are the specific ways to protect the environment mentioned in the text? What is the author’s attitude towards the relationship between humankind and nature? 3. Fill in the blanks with the core vocabularies and phrases learned in the pre-reading part according to the text content. After students finish the tasks independently, the teacher organizes students to discuss in groups to check their answers. For each question, the teacher invites students to share their answers, and guides students to find the basis in the text, so as to ensure that students understand the details of the text. For the blank-filling task, the teacher focuses on checking students’ mastery of core vocabularies and phrases, and explains the usage of words and phrases again for the parts that students are not familiar with. For example, when students fill in “contribute to”, the teacher emphasizes: “Contribute to means to help to cause or bring about something. It is often followed by a noun or gerund. For example, Everyone can contribute to environmental protection.” Deep Reading On the basis of understanding the main idea and details of the text, the teacher guides students to carry out deep reading and think about the following critical thinking questions: Do you agree with the ways to protect the environment mentioned in the text? Why or why not? What other ways can we take to protect the environment in our daily life? What is the significance of achieving harmony between humankind and nature for the future development of human beings? The teacher gives students enough time to think independently, and then organizes a class discussion. During the discussion, the teacher encourages students to express their own views freely, uses English to guide and respond to students’ speeches, and helps students organize their language and express their views clearly and logically. For example, if a student says: “I think developing renewable energy is very important, but it is also very expensive.” The teacher can guide: “You have a good point. Renewable energy is beneficial to the environment, but it also has some limitations. How can we solve this problem?” After the discussion, the teacher makes a summary: “The ways mentioned in the text are practical and effective, but environmental protection needs the joint efforts of the whole society. Everyone can do something for environmental protection in their daily life. Only by living in harmony with nature can human beings achieve sustainable development.” Design Intention: Deep reading focuses on cultivating students’ critical thinking ability and innovative thinking ability, which is the core of thinking quality. Through critical thinking questions, students are guided to go beyond the text, combine their own life experience to think and explore, and form their own views on environmental protection. Class discussion provides a platform for students to express themselves, improves their oral expression ability and logical thinking ability, and at the same time lets students realize the importance of environmental protection, which infiltrates cultural awareness and helps students establish a correct view of humankind and nature. Step 4: Post-reading (Language Application and Consolidation) This step includes language practice and theme expansion, aiming to help students consolidate the knowledge learned, improve their language application ability, and expand their horizons. Language Practice The teacher arranges two language practice tasks: Task 1: Sentence making. Ask students to make sentences with the core vocabularies and phrases learned in this section, such as “sustainable”, “conservation”, “contribute to”, “eco-friendly” and so on. Each student makes at least 3 sentences, and then exchanges with their deskmates to check each other’s sentences. The teacher selects some typical sentences to comment on, affirms the correct sentences, and corrects the wrong ones. Task 2: Paragraph writing. Ask students to write a short paragraph (about 80-100 words) according to the text content, introducing the importance of environmental protection and the ways to protect the environment. Students can refer to the key sentences and vocabularies in the text, and try to use their own words to express. After students finish the tasks, the teacher collects some students’ works, displays them on the screen, and comments on them. The comments focus on the correctness of vocabulary and grammar, the fluency of sentences, and the clarity of ideas. For the excellent works, the teacher affirms and praises them, and asks other students to learn from them; for the works with problems, the teacher points out the problems and gives guidance on how to revise them. Design Intention: Language practice is an important link to consolidate the knowledge learned and improve language ability. Sentence making helps students master the usage of core vocabularies and phrases, and lays a foundation for paragraph writing. Paragraph writing integrates reading and writing, helps students apply the knowledge learned in the text to practical writing, improves their writing ability, and tests their understanding of the text theme. Commenting on students’ works can help students find their own advantages and disadvantages, and improve their language application ability continuously. Theme Expansion The teacher introduces some practical cases of environmental protection around the world to students, such as the “Paris Agreement” on global climate change, China’s “double carbon” goal, and the environmental protection actions carried out by some countries and regions. Then, the teacher asks students to discuss in groups: “What can we do as senior high school students to protect the environment in our daily life?” Each group discusses for a while, and then sends a representative to share their group’s ideas. The teacher records the students’ ideas on the blackboard, such as “saving water and electricity”, “reducing the use of plastic bags”, “planting trees”, “taking public transport” and so on. After all groups finish sharing, the teacher makes a summary: “As senior high school students, we are the future of the country. We should establish a sense of environmental protection, take action from small things around us, and contribute our own strength to protecting the environment and achieving harmony between humankind and nature.” In addition, the teacher recommends some English materials related to environmental protection to students, such as English news, short videos, and books, and encourages students to read and watch them after class to expand their horizons and improve their English level. Design Intention: Theme expansion connects the text content with real life and global hot issues, which helps students broaden their horizons, understand the importance of environmental protection in a global perspective, and enhance their sense of social responsibility and mission, which is in line with the requirements of cultural awareness. Discussing what senior high school students can do to protect the environment can make environmental protection more close to students’ life, let students realize that environmental protection is everyone’s responsibility, and guide students to put environmental protection into action. Recommending English materials after class can help students develop the habit of independent learning, improve their learning ability, and lay a foundation for their lifelong learning. Step 5: Summary and Homework Summary The teacher invites students to summarize what they have learned in this class. Students can summarize from the aspects of vocabulary, text content, and theme meaning. After students finish summarizing, the teacher makes a comprehensive summary: “In this class, we have learned the core vocabularies and phrases related to environmental protection, understood the theme and structure of the text, and discussed the ways to protect the environment and the significance of harmony between humankind and nature. We hope that everyone can remember what we have learned today, establish a sense of environmental protection, and take action to protect our beautiful home.” Design Intention: Letting students summarize what they have learned can help them sort out the knowledge system of this class, strengthen their memory of the knowledge learned, and improve their ability of induction and summary. The teacher’s comprehensive summary can help students clarify the key points of this class and deepen their understanding of the theme of the text, which is conducive to the integration and application of knowledge. Homework The teacher assigns three levels of homework to meet the needs of different students: 1. Basic homework: Recite the core vocabularies and key sentences of this section, and copy the text once to consolidate the basic knowledge. 2. Improvement homework: Revise the short paragraph written in class according to the teacher’s comments, and write a new short paragraph about “My Environmental Protection Action” (about 100-120 words). 3. Expansion homework: Read the English materials recommended by the teacher after class, and write a short reading report (about 150 words) to introduce the main content of the materials and their own feelings. Design Intention: Assigning hierarchical homework can meet the learning needs of different levels of students, help students consolidate the knowledge learned according to their own actual situation, and improve their language ability step by step. Basic homework focuses on consolidating basic knowledge, improvement homework focuses on improving writing ability, and expansion homework focuses on cultivating independent learning ability and expanding horizons, which is in line with the requirements of learning ability in core literacy. At the same time, the homework is closely related to the theme of environmental protection, which can further infiltrate environmental protection awareness and guide students to pay attention to environmental protection in daily life. 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 $