Unit 5 Amazing Animals Exploring and Using 讲义-2025-2026学年高中英语重大版必修第一册

Unit 5 Amazing Animals-Exploring and Using 教学目标和重难点 教学目标 Language Competence: Students will master core vocabularies (e.g., endangered, conserve, adapt) and sentence patterns related to animal protection and characteristics, improving their ability to express views on animal protection in English. Cultural Awareness: They will understand the importance of animal protection in different cultures, establish the concept of harmonious coexistence between humans and nature, and enhance cross-cultural understanding and respect. Thinking Quality: Through analyzing animal living habits and protection issues, students will develop logical thinking, critical thinking and problem-solving abilities. Learning Ability: They will learn to use various learning strategies such as group cooperation, information inquiry and autonomous summary to improve their independent learning and cooperative communication skills, laying a foundation for lifelong learning. 教学重难点 Key Points: Mastering the core vocabularies and sentence patterns about animal characteristics and protection; being able to use English to describe animal habits, living environments and protection measures accurately and fluently; understanding the practical significance of exploring animal-related topics. Difficult Points: Using complex sentence structures to express views on animal protection logically and coherently; applying the learned knowledge to practical communication and writing; cultivating the awareness of combining language learning with real-life issues, and improving the ability to solve practical problems related to animal protection in English. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video clip, which includes various amazing animals such as elephants, octopuses and pandas. The video presents their unique living habits and amazing abilities, such as elephants mourning their dead, octopuses using tools to get food, and pandas' lovely foraging behaviors. After playing the video, the teacher asks two guiding questions: “What amazing animals did you see in the video? What makes them amazing?” Then, the teacher invites students to share their answers freely in English. During the sharing process, the teacher guides students to use simple words and sentences to describe the animals, and properly supplements core vocabularies such as “amazing”, “unique”, “intelligent” and “adaptable” to lay a foundation for the subsequent learning. Design Intent: The video clip can attract students' attention quickly and arouse their interest in the topic of “amazing animals” with vivid images and rich content. By asking guiding questions and organizing free sharing, students' prior knowledge about animals is activated, and they are guided to enter the English communication context naturally. Meanwhile, the teacher subtly inputs core vocabularies, which helps students build a connection between old and new knowledge and reduces the difficulty of subsequent learning. Step 2: Vocabulary and Sentence Pattern Learning — Lay a Solid Language Foundation First, the teacher presents the core vocabularies of this section on the blackboard or multimedia courseware, including nouns (endangerment, conservation, habitat), verbs (conserve, adapt, survive), adjectives (endangered, rare, adaptable) and phrases (adapt to, protect...from..., take measures to do sth.). For each vocabulary, the teacher explains its meaning in simple English, combines it with the animal images in the lead-in video to give specific examples, and guides students to read it correctly. For example, when explaining “endangered”, the teacher says: “Endangered means a species is in danger of disappearing forever. For example, pandas were once endangered, but with people's protection, their number is increasing.” Then, the teacher asks students to make simple sentences with the new vocabularies, such as “Many endangered animals need our protection.” Next, the teacher focuses on teaching the key sentence patterns: “The reason why...is that...”, “It is necessary for us to...”, “We should take measures to...”. The teacher first explains the structure and usage of each sentence pattern with simple examples related to animal protection. For example, “The reason why pandas are amazing is that they can survive in cold environments and have unique living habits.” Then, the teacher organizes pair work: students work in pairs to make sentences with the learned sentence patterns, combining the animals they know. After the pair work, several groups are invited to present their sentences to the whole class, and the teacher corrects mistakes in pronunciation, grammar and expression in time, and gives positive evaluations. Design Intent: Vocabulary and sentence patterns are the basis of language communication. By combining specific examples and animal topics to teach vocabularies, students can understand and remember them more easily, avoiding mechanical memorization. Pair work enables students to practice the learned sentence patterns in real communication, improving their oral expression ability. The teacher's timely correction and evaluation can help students find their own problems and consolidate the learned knowledge, laying a solid foundation for the subsequent exploring and using activities. Step 3: Exploring Activities — Promote the Integration of Knowledge and Thinking This link is divided into two parts: individual exploration and group exploration, to guide students to explore the topic of “amazing animals” in depth and develop their thinking quality. In the individual exploration part, the teacher provides students with a short reading material. The material introduces the living habits, unique abilities and living status of three amazing animals: African elephants, Arctic foxes and octopuses. The content involves the core vocabularies and sentence patterns learned earlier. The teacher asks students to read the material independently and complete the following tasks: 1. Underline the core vocabularies and key sentence patterns in the material; 2. Answer three questions: What unique abilities do these animals have? What difficulties do they face in survival? What can we do to protect them? During the individual exploration, the teacher walks around the classroom, provides guidance for students who have difficulties in reading and answering questions, and reminds students to use the learned knowledge to analyze and solve problems. In the group exploration part, the teacher divides students into groups of 4-5, and assigns a research task to each group: “Choose an amazing animal you are interested in, explore its living habits, unique abilities, living status and protection measures, and prepare a short English report.” The teacher provides each group with a research form, which lists the key points to be explored, and guides students to use various ways such as consulting materials, recalling the learned knowledge and discussing to complete the research task. During the group discussion, the teacher encourages students to express their views freely, guide them to think logically, and help them solve problems encountered in the research process, such as how to express specific protection measures in English and how to organize the content of the report. Design Intent: Individual exploration can cultivate students' autonomous learning ability and reading comprehension ability, and enable them to further consolidate and apply the learned vocabularies and sentence patterns. Group exploration can improve students' cooperative communication ability and problem-solving ability. By assigning research tasks, students are guided to explore the topic in depth, analyze the living status of animals and protection issues, and develop their logical thinking and critical thinking. The research form provides a clear direction for students' exploration, avoiding the blindness of group activities. Step 4: Using Activities — Realize the Application of Language Knowledge On the basis of exploration activities, this link focuses on guiding students to use the learned knowledge to carry out practical communication and writing activities, realizing the transformation from knowledge learning to ability application. First, the teacher organizes a group report activity. Each group sends a representative to present their research report in English, introducing the amazing animal they chose, including its living habits, unique abilities, living status and protection measures. The presentation time of each group is 3-5 minutes. After each group's presentation, other students can ask questions in English, such as “Why do you think this animal is amazing?” “What more measures can we take to protect it?” The group representative answers the questions. The teacher makes comments on each group's presentation, affirming their advantages in content organization, language expression and teamwork, and putting forward suggestions for improvement, such as how to use more complex sentence patterns to make the report more fluent and logical. Then, the teacher guides students to carry out writing activities. The writing task is: “Write a short passage about an amazing animal you like, introducing its unique features and your views on its protection. The passage should use the core vocabularies and sentence patterns learned in this section, with clear logic and smooth expression.” Before writing, the teacher guides students to sort out the writing ideas: first introduce the animal's basic information and unique features, then talk about its living status, and finally put forward their own views on protection. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as how to organize sentences and how to choose appropriate vocabularies, and reminds students to pay attention to grammar, spelling and punctuation. After the writing, the teacher selects several students' works to display in the class, analyzes their advantages and disadvantages, and guides students to learn from each other. For example, for a student who uses the sentence pattern “The reason why...is that...” correctly, the teacher affirms his/her expression; for a student who has mistakes in vocabulary usage, the teacher corrects it and explains the correct usage. Design Intent: Group report activities can improve students' oral expression ability and logical thinking ability, and enable them to practice the learned knowledge in public communication. The question-and-answer link after the report can stimulate students' thinking and enhance the interaction of the class. Writing activities can help students consolidate the learned vocabularies and sentence patterns, improve their writing ability, and enable them to express their views on animal protection in written form. The display and comment of works can help students find their own problems and learn from each other, realizing the common progress of students. Step 5: Summary and Extension — Consolidate Knowledge and Cultivate Literacy First, the teacher leads students to summarize the content of this lesson. The teacher asks students to recall the core vocabularies, key sentence patterns and main activities learned in this lesson, and invites students to share their gains and feelings in English. The teacher then makes a systematic summary, emphasizing the key and difficult points of this lesson, and guiding students to sort out the knowledge system, so as to help students consolidate the learned knowledge. Next, the teacher carries out extension activities. The teacher introduces some real cases of animal protection around the world, such as the protection of giant pandas in China and the protection of African elephants in Africa, and asks students to discuss: “What can we do in daily life to protect amazing animals?” Students discuss freely in groups, and then share their views. The teacher guides students to establish the concept of harmonious coexistence between humans and nature, and encourages them to take practical actions to protect animals. Finally, the teacher assigns after-class tasks: 1. Recite the core vocabularies and key sentence patterns of this lesson; 2. Revise the writing works according to the teacher's comments; 3. Find more information about amazing animals and write a short English introduction, which will be shared in the next class. Design Intent: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and consolidate the learning effect. Extension activities connect the classroom knowledge with real life, enable students to realize the practical significance of animal protection, cultivate their sense of social responsibility and cultural awareness, and achieve the goal of core literacy training. After-class tasks further consolidate the learned knowledge, and guide students to carry out autonomous learning, improving their learning ability. Step 6: Evaluation and Feedback — Promote Continuous Improvement The evaluation of this lesson adopts a combination of formative evaluation and summative evaluation. Formative evaluation is carried out in the whole teaching process: the teacher evaluates students' performance in lead-in sharing, pair work, group exploration, group report and writing activities, focusing on evaluating students' participation, oral expression ability, cooperative communication ability and the application of knowledge. For example, when students actively participate in discussions and can use the learned vocabularies and sentence patterns to express their views, the teacher gives positive evaluations such as “Your performance is great! You use the new words and sentences correctly.” Summative evaluation is carried out through after-class tasks and the next class's sharing activity: the teacher evaluates students' mastery of core vocabularies and sentence patterns through the recitation task, evaluates students' writing ability through the revised writing works, and evaluates students' autonomous learning ability and information inquiry ability through the after-class information collection and sharing activity. After the evaluation, the teacher gives timely feedback to students, points out their advantages and existing problems, and puts forward targeted improvement suggestions, so as to help students continuously improve their language ability and learning ability. Design Intent: The combination of formative evaluation and summative evaluation can comprehensively understand students' learning status and effect, avoid one-sidedness of evaluation. Timely evaluation and feedback can help students find their own problems, clarify the direction of improvement, and stimulate their learning motivation. At the same time, the evaluation process also helps the teacher understand the effect of teaching, adjust the teaching strategy in time, and improve the quality of teaching. 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 $