Unit 3 Economy and Society-Expressing Your Ideas 教案-2025-2026学年高中英语人教版选修第二册

Unit 3 Economy and Society-Expressing Your Ideas 内容导航 This section centers on economic and social hot topics such as technological impact, urban-rural development and social equity. It guides students to use proper English expressions to put forward viewpoints, support arguments with reasons and examples, and improve their ability to express and communicate ideas in related contexts. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabularies and sentence patterns about economy and society, and be able to express opinions fluently. Cultural Awareness: Understand economic and social differences at home and abroad, and cultivate a global perspective and cultural confidence. Thinking Quality: Develop logical thinking and critical thinking by analyzing and evaluating different viewpoints. Learning Ability: Form autonomous and cooperative learning habits, and improve the ability to collect information and solve problems in English. 2. 教学重难点 Key Points: Master the usage of functional expressions for expressing opinions, agreeing and disagreeing; be able to clearly state viewpoints and support them with specific reasons and examples. Difficult Points: Using complex sentence structures flexibly to express complex ideas; putting forward reasonable and in-depth viewpoints on economic and social issues; maintaining logical coherence in oral and written expression. 教学过程 1 Lead-in: Activate Prior Knowledge and Arouse Interest Activity 1: Warm-up Discussion The teacher shows pictures and short videos about economic and social phenomena, such as the development of e-commerce, the construction of rural revitalization, and the impact of artificial intelligence on employment. Then the teacher asks students to discuss the following questions in pairs: "What changes have you noticed in our society in recent years? How do these changes affect our daily life? Do you think these changes are good or bad?" After the pair discussion, invite 3-4 groups to share their ideas with the whole class. The teacher gives simple comments and guidance, focusing on encouraging students to express their true feelings and initial opinions, without demanding accurate and standard expressions. Design Intention: This activity connects the teaching content with students' real life, making abstract economic and social topics more specific and vivid. By discussing familiar phenomena, students can activate their prior knowledge and life experience, reduce their psychological pressure in English expression, and arouse their interest in the topic. At the same time, it lays a foundation for the subsequent expression of ideas by letting students initially try to express their views on economic and social issues. Activity 2: Vocabulary and Sentence Pattern Preview The teacher presents core vocabularies and functional sentence patterns related to expressing ideas in this unit on the blackboard or multimedia courseware, including: 1. Vocabularies: economy, society, development, impact, benefit, challenge, opportunity, fair, reasonable, sustainable, technological, urban, rural, etc. 2. Functional Sentence Patterns: (1) Expressing opinions: In my opinion, I think that..., From my point of view..., As far as I am concerned... (2) Agreeing: I agree with..., I totally agree that..., That's a good point... (3) Disagreeing politely: I don't entirely agree with..., I'm afraid I have a different opinion..., While I understand your point, I think... The teacher reads the words and sentences aloud, and asks students to follow along. Then, the teacher invites students to make simple sentences with the given words and sentence patterns, such as "In my opinion, e-commerce brings great convenience to our life." or "I agree that rural revitalization is very important for our country's development." Design Intention: Vocabulary and sentence patterns are the basis for expressing ideas. Previewing core vocabularies and functional sentence patterns in advance can help students solve language obstacles in subsequent expression activities, ensure that students can focus on expressing their ideas rather than struggling with words and sentences. At the same time, simple sentence-making practice can help students quickly master the usage of these language points and lay a solid language foundation for the follow-up teaching. 2 Presentation: Learn to Express Ideas Effectively Activity 1: Model Analysis The teacher presents a model passage related to the unit topic, such as: "As far as I am concerned, the rapid development of artificial intelligence has both advantages and disadvantages. On the one hand, it brings great convenience to our work and life. For example, intelligent robots can help people finish tedious work, and AI-assisted education can improve learning efficiency. On the other hand, it also brings some challenges, such as the loss of some traditional jobs. In my view, we should actively adapt to the development of AI and learn new skills to meet the needs of the times." The teacher asks students to read the passage silently, and then guides them to analyze the structure of the passage: putting forward opinions → supporting opinions with reasons and examples → summarizing and putting forward suggestions. At the same time, the teacher highlights the functional sentence patterns and core vocabularies used in the passage, and explains how to use these elements to express ideas clearly and logically. After the analysis, the teacher invites students to read the passage aloud together, and asks them to pay attention to the intonation and emotion when expressing opinions, agreeing and disagreeing. Design Intention: The model passage provides a clear example for students to learn how to express ideas effectively. By analyzing the structure and language features of the model, students can understand the method of organizing ideas and using language, and form a clear cognitive framework for expressing ideas. Reading aloud can help students consolidate the language points and improve their oral expression ability. Activity 2: Skill Explanation The teacher focuses on explaining the key skills of expressing ideas in English: 1. Clarity: When putting forward opinions, we should be clear and definite, avoiding vague and ambiguous expressions. 2. Logic: The reasons and examples used to support opinions should be closely related to the opinions, and the logical relationship between them should be clear, which can be connected by conjunctions such as on the one hand...on the other hand..., for example, therefore, besides, etc. 3. Appropriateness: When expressing opinions, agreeing or disagreeing, we should use polite and appropriate language, especially when disagreeing, we should pay attention to maintaining politeness to avoid offending others. Specificity: The reasons and examples should be specific and concrete, not empty and general. For example, when talking about the impact of e-commerce, we can take Taobao, JD.com and other platforms as examples, instead of just saying "e-commerce is very convenient". In the process of explanation, the teacher combines specific examples to help students understand each skill. For example, for the skill of specificity, the teacher compares two sentences: "E-commerce is very convenient." and "E-commerce allows us to buy goods at home without going out, and we can receive the goods within a few days, which saves a lot of time and energy." Then asks students to judge which sentence is better and why, so that students can deeply understand the importance of specific expression. Design Intention: The explanation of skills can help students grasp the key points of expressing ideas, avoid detours in the process of practice, and improve the efficiency and quality of expression. Combining examples to explain skills makes abstract skills more specific and understandable, which is conducive to students' mastery and application. 3 Practice: Consolidate and Improve the Ability to Express Ideas Activity 1: Pair Practice — Express Opinions on Simple Topics The teacher gives several simple and familiar topics related to economy and society, such as: 1. Should students use online shopping? Why or why not? 2. What do you think of the development of shared bikes? 3. Is it necessary for our country to carry out rural revitalization? How does technology affect our work and life? Students are asked to practice in pairs. Each pair chooses one topic, and each student expresses their own opinions, then agrees or disagrees with their partner's opinions, and supports their own views with simple reasons and examples. The teacher walks around the classroom, observes the practice of students, and provides timely help for students who have difficulties, such as reminding them to use the learned functional sentence patterns and vocabularies, and guiding them to express their ideas more clearly and logically. After the pair practice, invite 2-3 pairs to perform their dialogue in front of the whole class. The teacher makes comments on their performance, affirming their advantages, such as fluent expression, correct use of sentence patterns, etc., and pointing out the areas that need improvement, such as insufficiently specific examples, unclear logic, etc., and gives corresponding guidance. Design Intention: Pair practice is a low-pressure practice form, which can make every student have the opportunity to express themselves. Choosing simple and familiar topics can reduce students' language pressure and make them focus on expressing their ideas. The teacher's on-site guidance can help students solve problems in time, correct mistakes, and consolidate the learned skills. The display and comment link can not only let students learn from each other, but also enhance their confidence in expression. Activity 2: Group Discussion — Explore In-depth Topics Divide students into groups of 4-5. The teacher gives an in-depth topic related to the unit: "With the development of the economy, the gap between urban and rural areas still exists. What measures can we take to narrow the urban-rural gap?" Before the discussion, the teacher guides students to think about the aspects related to the topic, such as education, medical care, employment, infrastructure, etc., and reminds students to use the learned skills and language points to express their ideas. During the discussion, each student in the group should express their own opinions, listen to the opinions of others, discuss and communicate, and finally reach a preliminary consensus. The teacher walks around each group, participates in the discussion appropriately, guides students to think in depth, helps students sort out their ideas, and reminds them to pay attention to the logic and politeness of expression. For groups with insufficient discussion, the teacher can put forward guiding questions, such as "What problems do rural areas face in education? How can we solve these problems?" to stimulate their thinking. After the group discussion, each group selects a representative to report the group's opinions to the whole class. The representative should clearly state the group's viewpoints, and explain the reasons and specific measures put forward by the group. After each group's report, other groups can ask questions or put forward different opinions, and carry out mutual communication and discussion. Design Intention: Group discussion can cultivate students' cooperative learning ability and communication ability. Choosing in-depth topics can stimulate students' thinking, guide them to pay attention to social issues, and cultivate their sense of social responsibility. Through mutual discussion and communication, students can learn from each other's strengths, broaden their horizons, and improve their ability to analyze and solve problems. The report link can exercise students' oral expression ability and logical organization ability, and enhance their sense of teamwork. Activity 3: Written Practice — Write an Opinion Essay The teacher asks students to write an opinion essay based on the group discussion topic or another topic given by the teacher, such as "The Impact of Technological Development on the Economy and Society". The requirements of the essay are: 1. Clearly put forward your own opinions; 2. Support your opinions with specific reasons and examples; 3. Use the functional sentence patterns and core vocabularies learned in this unit; The logic is clear, the language is fluent, and the structure is complete. Before writing, the teacher guides students to sort out their ideas, and helps them make an outline: 1. Introduction: Put forward the topic and your own opinions; 2. Body: List 2-3 reasons to support your opinions, and each reason is supported by specific examples; 3. Conclusion: Summarize your opinions, and put forward suggestions or prospects if necessary. During the writing process, the teacher walks around the classroom, provides individual guidance for students who have difficulties, such as helping them sort out their ideas, reminding them of the use of sentence patterns and vocabularies, and correcting grammatical mistakes. For students with good writing ability, the teacher can encourage them to use more complex sentence structures and rich vocabulary to improve the quality of the essay. After students finish writing, the teacher collects some essays (including excellent ones and those with common problems), and comments on them in class. For excellent essays, the teacher reads them aloud, analyzes their advantages, such as clear logic, specific examples, fluent language, etc., and encourages other students to learn from them. For essays with common problems, the teacher points out the problems, such as unclear opinions, insufficient examples, logical confusion, etc., and gives corresponding revision suggestions. Then, students are asked to revise their own essays according to the teacher's comments and the advantages of excellent essays, and exchange their essays with their deskmates for mutual revision and comments. The deskmate should point out the advantages and disadvantages of the essay, and put forward revision suggestions. Design Intention: Written practice is an important way to consolidate the ability to express ideas, which can help students improve their written expression ability and logical organization ability. Guiding students to make an outline can help them sort out their ideas and ensure the completeness and logic of the essay. Individual guidance can meet the different needs of students, help them solve their own problems, and improve their writing level. The comment and revision link can let students learn from each other, find their own shortcomings, and further improve their writing ability. 4 Consolidation and Extension: Expand Vision and Apply Knowledge Activity 1: News Reading and Discussion The teacher selects a short English news report related to economic and social topics, such as a report on the development of renewable energy, or a report on global economic cooperation. The teacher distributes the news report to students, and asks them to read it silently, then answer the following questions: 1. What is the main content of the news? 2. What opinions does the news express? 3. Do you agree with these opinions? Why or why not? What impact will the event mentioned in the news have on our society? Students are asked to discuss these questions in groups, and then share their ideas with the whole class. The teacher guides students to use the skills and language points learned in this unit to express their views, and encourages students to put forward their own unique insights. Design Intention: News reading can help students expand their vision, understand the latest economic and social dynamics, and connect the classroom knowledge with the real world. By discussing the news, students can further consolidate the ability to express ideas, and improve their ability to analyze and evaluate social events. At the same time, it can stimulate students' interest in learning English and improve their English reading ability. Activity 2: Role-play — Simulate a Public Speech Students are divided into groups of 3- Each group chooses a topic related to economy and society, and designs a 3-5 minute public speech. One student in the group acts as the speaker, and the other students act as the audience. The speaker needs to clearly express the group's opinions on the topic, support them with reasons and examples, and the audience can ask questions after the speech, and the speaker answers them. Before the role-play, the teacher guides students to design the speech content, pays attention to the structure, language and expression skills of the speech, and reminds them to use the learned functional sentence patterns and vocabularies. During the role-play, the teacher observes the performance of each group, and gives comments and guidance after the performance, focusing on the clarity, logic and fluency of the speech, as well as the interaction between the speaker and the audience. Design Intention: Role-play can simulate real communication scenarios, help students apply the learned knowledge and skills to practical communication, and improve their oral expression ability and on-site response ability. Public speech can enhance students' confidence and courage in expression, and cultivate their ability to organize and express ideas in a public occasion. The interaction link can improve students' communication ability and teamwork ability. 5 Summary and Reflection: Sort Out Knowledge and Improve Ability Activity 1: Classroom Summary The teacher leads students to summarize the key contents of this class: 1. Core vocabularies and functional sentence patterns for expressing ideas; 2. Key skills of expressing ideas (clarity, logic, appropriateness, specificity); 3. The process of expressing ideas (putting forward opinions → supporting with reasons and examples → summarizing and suggesting). The teacher emphasizes that expressing ideas in English is not only a language skill, but also a way of thinking, which requires us to think clearly, express fluently and communicate effectively. Design Intention: Classroom summary can help students sort out the knowledge and skills learned in this class, form a systematic cognitive structure, and deepen their understanding and memory of the key contents. It can also help students clarify the focus of learning and lay a foundation for subsequent review and application. Activity 2: Self-Reflection The teacher asks students to reflect on their own performance in this class, and answer the following questions: 1. What have I learned in this class? 2. What aspects of my ability to express ideas have been improved? 3. What difficulties do I still have in expressing ideas in English? What should I do to improve my ability to express ideas in the future? Students can write down their reflections in their notebooks, and then share their reflections with their deskmates. The teacher invites 2-3 students to share their reflections with the whole class, and gives encouragement and guidance, such as suggesting that students practice more oral expression in daily life, read more English articles related to economic and social topics, and accumulate more vocabularies and sentence patterns. Design Intention: Self-reflection can help students understand their own learning situation, find their own shortcomings, and clarify the direction of future efforts. Sharing reflections can let students learn from each other's experiences and problems, and promote mutual progress. The teacher's encouragement and guidance can enhance students' confidence in learning and help them form good learning habits. 6 Homework Arrangement 1. Revise the opinion essay written in class according to the teacher's comments and deskmate's suggestions, and hand it in the next class. 2. Collect 5-10 English sentences about expressing opinions, agreeing and disagreeing, and recite them. 3. Choose a topic related to economy and society, prepare a 2-3 minute oral speech, and present it in the next class. Read an English news report about economy and society, and write a 100-word summary and your own opinions. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class. Revising the essay can further improve students' written expression ability. Reciting sentences can help students consolidate the functional sentence patterns. Preparing oral speech can improve students' oral expression ability. Reading news and writing summaries can expand students' vision and improve their reading and writing ability. 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 $