Unit 1 The Art of Learning-Language Focus 1 教案-2025-2026学年高中英语人教版选修第三册

Unit 1 The Art of Learning-Language Focus 1 内容导航 This section focuses on core vocabulary, phrases and sentence structures related to "the art of learning", helping students master key expressions for describing learning strategies, summarize language rules through exploration, and lay a foundation for practical language application in subsequent learning. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and phrases about learning strategies, understand and use key sentence structures, and improve the ability to express learning experiences in English. Cultural Awareness: Understand the diversity of learning methods in different cultural backgrounds, cultivate cross-cultural communication awareness and respect for cultural differences. Thinking Quality: Develop logical thinking through language exploration, and form the ability to analyze and summarize language rules independently. Learning Ability: Master effective vocabulary and grammar learning strategies, enhance autonomous learning awareness, and lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Master core vocabulary (such as acquire, accumulate, reflect, approach, etc.) and phrases (such as focus on, commit...to..., take advantage of, etc.); understand and use the infinitive as predicative and attributive, and be able to apply them in simple sentences. Difficult Points: Distinguish the usage of confusing words (such as acquire, gain, obtain); correctly use the infinitive structure in specific contexts, especially the difference between infinitive as predicative and attributive; flexibly apply learned language knowledge to express personal learning experiences. 教学过程 Step 1: Lead-in (Warm-up & Activation) The teacher starts the class with an interactive question: “What learning strategies do you usually use to improve your English? For example, how do you remember new words or master grammar rules?” Then, invite 2-3 students to share their answers in English. After that, the teacher presents 3-4 key sentences related to learning strategies from the Reading and Thinking section, such as “The best way to improve your English is to practice speaking it every day.” and “We should commit more time to listening and reading.” Ask students to underline the new words and unfamiliar structures in the sentences. Design Intention: The lead-in links the new lesson with students’ real learning experiences, which can quickly arouse students’ interest and enthusiasm for learning. By asking questions, students are guided to actively think and express, activating their existing knowledge reserve of learning strategies. Presenting sentences from the previous section helps students connect the language focus with the text content, laying a foundation for the subsequent learning of vocabulary and grammar. Underlining new words and structures enables students to have a preliminary understanding of the key points of this lesson and form a clear learning goal. Step 2: Vocabulary Learning (Core Vocabulary & Phrases) 2.1 Core Vocabulary Teaching The teacher first presents the core vocabulary of this section one by one: acquire, accumulate, reflect, approach, adopt, master, commit, focus, advantage, effective. For each word, the teacher adopts the teaching method of “pronunciation → meaning → usage → example → practice”. For pronunciation: The teacher pronounces each word clearly, pays attention to stress and intonation, and asks students to follow along, correcting their pronunciation in time. For example, emphasize the stress of “acquire” /əˈkwaɪə(r)/ and “accumulate” /əˈkjuːmjəleɪt/, and remind students not to mispronounce the syllables. For meaning and usage: Combine the context of the unit and students’ learning experiences to explain the meaning and usage of words, and distinguish confusing words. For example, when teaching “acquire”, explain that it means “to gain something by your own efforts, ability or behavior”, and it is often used with abstract nouns such as knowledge, skills, habits. Then compare it with “gain” and “obtain”: “gain” emphasizes “obtaining something through effort or struggle”, such as gain experience; “obtain” is more formal, emphasizing “obtaining something through formal channels or efforts”, such as obtain permission. Give specific examples for each word: “We can acquire good learning habits through daily practice.” “She has gained a lot of experience in English teaching.” “He obtained a scholarship through his hard work.” For practice: Design immediate oral and written exercises for each word to help students consolidate their memory. For example, ask students to make sentences with “acquire” and “accumulate” according to their own learning experiences; fill in the blanks with “approach” and “adopt”: “We need to ______ a new ______ to learning grammar.” (answer: adopt; approach) Design Intention: Vocabulary is the foundation of language learning. Adopting the step-by-step teaching method of “pronunciation → meaning → usage → example → practice” conforms to students’ cognitive rules, which helps students comprehensively master the usage of each word. Distinguishing confusing words can help students avoid mistakes in use and improve the accuracy of language expression. Combining students’ own learning experiences to make sentences and fill in the blanks can enhance the pertinence and practicality of practice, making students feel that vocabulary learning is closely related to their daily study and life. 2.2 Core Phrases Teaching After the vocabulary teaching, the teacher focuses on the core phrases of this section: focus on, commit...to..., take advantage of, adopt an approach to, accumulate...from..., reflect on. The teaching steps are as follows: first, present the phrase and its Chinese meaning, then explain its usage and collocation, give example sentences combined with the unit theme, and then design interactive practice. For example, when teaching “focus on”, explain that it means “to give all your attention to something”, and the collocation is “focus on sth/doing sth”. Give example sentences: “When we study, we should focus on our lessons and avoid distractions.” “She focuses on improving her listening skills every day.” Then ask students to discuss in groups: “What do you usually focus on when learning English?” and invite each group to send a representative to share their opinions. When teaching “commit...to...”, emphasize that “commit” is followed by “to + doing sth”, and explain that it means “to promise to do something or to spend time, money, etc. on something”. Example sentence: “We should commit more time to reading English articles.” Then design a fill-in-the-blank exercise: “He committed himself to ______ (learn) a new language.” (answer: learning), and remind students of the correct form of the verb after “to”. For “take advantage of”, explain that it means “to make good use of something or someone to get what you want”, and give example sentences: “We should take advantage of every opportunity to practice speaking English.” “She took advantage of her free time to review what she had learned.” Then ask students to make sentences with this phrase, and the teacher comments and corrects them in time. Design Intention: Phrases are an important part of English expression. Focusing on the collocation and usage of phrases can help students master the correct way of expression and avoid Chinglish. Group discussion and sentence-making practice can not only consolidate the usage of phrases but also improve students’ oral expression ability and cooperative learning ability. Reminding students of key points such as verb forms can help them pay attention to details and improve the accuracy of language use. Step 3: Grammar Learning (Infinitive as Predicative and Attributive) 3.1 Lead-in to Grammar The teacher presents 4 sentences on the blackboard or multimedia courseware, all from the unit text or closely related to the unit theme: ① The best way to learn English is to practice more. ② His goal is to master 1000 new words this term. ③ We have a lot of work to do today. ④ The first thing to do is to make a study plan. Then ask students to observe the sentences and think about two questions: ① What is the structure of the underlined parts? ② What functions do the underlined parts serve in the sentences? After students think independently for a few minutes, invite them to share their findings. The teacher then summarizes: The underlined parts are all infinitives (to + base verb), and they serve as predicative and attributive in the sentences. Thus, lead in the grammar focus of this lesson: the infinitive as predicative and attributive. Design Intention: By presenting familiar sentences, students can be guided to observe and explore independently, which helps them form a preliminary understanding of the infinitive structure. Asking questions can stimulate students’ thinking and cultivate their ability to analyze and summarize language rules independently. Linking grammar learning with the unit text content ensures the consistency and continuity of teaching. 3.2 Infinitive as Predicative First, the teacher explains the definition and function of the infinitive as predicative: The infinitive (to + base verb) is used after a linking verb (such as be, become, seem, appear, turn out, etc.) to explain the content of the subject, which is called the infinitive as predicative. Its function is to clarify the nature, purpose, goal or state of the subject. Then, the teacher analyzes the example sentences presented earlier: In sentence ① “The best way to learn English is to practice more.”, the subject is “The best way to learn English”, the linking verb is “is”, and the infinitive “to practice more” is the predicative, explaining what the best way to learn English is. In sentence ② “His goal is to master 1000 new words this term.”, the subject is “His goal”, the linking verb is “is”, and the infinitive “to master 1000 new words this term” is the predicative, explaining the content of his goal. Next, the teacher summarizes the key points of the infinitive as predicative: ① The infinitive as predicative is usually used after linking verbs, among which “be” is the most common. ② When the subject is a noun such as “way, method, goal, purpose, dream, hope”, the infinitive as predicative is often used to explain its content. ③ The “to” in the infinitive cannot be omitted. ④ If the subject is an infinitive or a clause, the predicative can also be an infinitive to maintain the consistency of the sentence structure, such as “To learn English well is to practice every day.” Practice: Design two types of exercises. The first type is filling in the blanks: ① My dream is ______ (become) an English teacher. ② The purpose of learning English is ______ (communicate) with people from all over the world. ③ The best method to improve your writing is ______ (read) more good articles. The second type is sentence transformation: Ask students to transform the following sentences into sentences with the infinitive as predicative. For example, “He wants to master English well.” → “His wish is to master English well.” After students finish the exercises, the teacher checks the answers, comments on the common mistakes (such as omitting “to” or using the wrong verb form), and explains and corrects them in time. Design Intention: Explaining the definition and function first helps students establish a clear understanding of the grammar point. Analyzing example sentences in detail can help students connect theory with practice and deepen their understanding of the usage of the infinitive as predicative. Summarizing key points can help students grasp the core content and avoid mistakes. Designing different types of exercises can comprehensively test students’ mastery of the grammar point, and timely comments and corrections can help students find and correct their mistakes, consolidating their learning results. 3.3 Infinitive as Attributive On the basis of the infinitive as predicative, the teacher turns to the teaching of the infinitive as attributive. First, explain the definition and function: The infinitive is used after a noun or pronoun to modify the noun or pronoun, explaining its nature, purpose, time, place, etc., which is called the infinitive as attributive. It is usually used to modify nouns such as “way, method, thing, work, plan, opportunity, time, place”. Then, analyze the example sentences: In sentence ③ “We have a lot of work to do today.”, the infinitive “to do” modifies the noun “work”, explaining what kind of work it is (work that needs to be done). In sentence ④ “The first thing to do is to make a study plan.”, the infinitive “to do” modifies the noun “the first thing”, explaining what the first thing is (the thing that needs to be done). Next, summarize the key points of the infinitive as attributive: ① The infinitive as attributive is usually placed after the modified noun or pronoun. ② When the modified noun is the logical object of the infinitive, the infinitive does not need to add an object (because the modified noun is already its object). For example, “a book to read” (read a book), “a pen to write with” (write with a pen) — note that if the infinitive is an intransitive verb, a preposition needs to be added at the end to make the meaning complete. ③ The “to” in the infinitive cannot be omitted. ④ The infinitive as attributive often expresses a future action or a动作 that needs to be completed. Practice: Design three types of exercises to consolidate. The first type is filling in the blanks with the correct form of the given verbs: ① I have a letter ______ (write) this evening. ② She has no time ______ (go) to the park with us. ③ There is a good opportunity ______ (improve) your English. The second type is correcting mistakes: ① I need a pen to write. (error: lack of preposition “with”) → I need a pen to write with. ② He has a lot of homework to do it. (error: redundant object “it”) → He has a lot of homework to do. The third type is sentence making: Ask students to make sentences with the structure “noun + to do”, combined with their learning experiences, such as “I have a new method to remember new words.” The teacher organizes students to complete the exercises in groups, and then invites each group to send a representative to present their answers. The teacher comments on the answers, focuses on explaining common mistakes and key points, and ensures that each student understands the usage of the infinitive as attributive. Design Intention: The teaching of the infinitive as attributive is carried out on the basis of the infinitive as predicative, which conforms to the principle of gradual progress in teaching and helps students construct a systematic grammar knowledge system. Analyzing example sentences and summarizing key points can help students grasp the core usage and avoid common mistakes. Group practice and group presentation can not only enhance students’ sense of participation and cooperation but also help the teacher understand students’ mastery in time and adjust the teaching progress and methods. 3.4 Distinguishing Infinitive as Predicative and Attributive To help students further distinguish the two usages, the teacher presents two groups of contrastive sentences: Group 1: ① His dream is to be a doctor. (infinitive as predicative) ② He has a dream to be a doctor. (infinitive as attributive) Group 2: ① The way to learn English is to practice more. (the first infinitive is attributive, the second is predicative) ② We should find a way to practice English. (infinitive as attributive) Ask students to discuss in groups: What is the difference between the infinitive as predicative and attributive in these sentences? After the discussion, the teacher summarizes the differences: ① Function: The infinitive as predicative explains the content of the subject, while the infinitive as attributive modifies the preceding noun or pronoun. ② Position: The infinitive as predicative is placed after the linking verb, while the infinitive as attributive is placed after the modified noun or pronoun. ③ Logical relationship: The infinitive as predicative has a “subject + linking verb + predicative” structure, and the infinitive is equivalent to a noun; the infinitive as attributive has a modifying relationship with the preceding noun, and the infinitive is equivalent to an adjective. Practice: Ask students to identify whether the infinitive in the following sentences is used as predicative or attributive. ① The main task today is to finish the homework. (predicative) ② She has a lot of things to deal with. (attributive) ③ My hope is to travel around the world. (predicative) ④ There is no time to waste. (attributive) After students finish, the teacher checks and explains, ensuring that students can accurately distinguish the two usages. Design Intention: Contrastive teaching can help students clearly distinguish the differences between the two usages, avoid confusion, and improve the accuracy of language use. Group discussion can stimulate students’ thinking and deepen their understanding of grammar rules. Identifying exercises can test students’ mastery of the differences and help them consolidate their learning results. Step 4: Comprehensive Practice (Integration of Vocabulary and Grammar) To help students integrate the learned vocabulary, phrases and grammar, and improve their comprehensive language application ability, the teacher designs three levels of comprehensive practice, from easy to difficult, to meet the needs of different students. 4.1 Level 1: Sentence Making with Vocabulary and Grammar Ask students to make sentences using the learned core vocabulary, phrases and the infinitive as predicative or attributive. Each student needs to make at least 3 sentences, covering different vocabulary, phrases and grammar points. For example: ① We should take advantage of every chance to practice speaking English. (phrase: take advantage of; infinitive as attributive) ② My goal is to acquire good learning habits. (vocabulary: acquire; infinitive as predicative) ③ She often reflects on the way to improve her English. (vocabulary: reflect; phrase: reflect on; infinitive as attributive) After students finish making sentences, they exchange their sentences with their deskmates and check each other’s mistakes in vocabulary, phrases and grammar. Then the teacher invites several students to share their sentences, comments on them, and corrects the mistakes in time, emphasizing the correct use of vocabulary, phrases and grammar. Design Intention: This practice combines vocabulary, phrases and grammar, helping students consolidate the learned knowledge and improve the ability to use them comprehensively. Deskmate mutual checking can not only help students find their own mistakes but also learn from each other and improve together. Teacher comments and corrections can further standardize students’ language expression. 4.2 Level 2: Short Paragraph Writing The teacher gives a topic: “My Effective English Learning Strategies”. Ask students to write a short paragraph (about 80-100 words) using the learned vocabulary, phrases and the infinitive as predicative or attributive. The teacher provides some tips: ① Start with your main learning goal. ② Introduce 2-3 effective learning strategies. ③ End with your hope or plan. Before writing, the teacher can present a sample paragraph for students to refer to: “My goal is to improve my English listening and speaking skills. To achieve this goal, I adopt a variety of learning strategies. First, I focus on listening to English news every morning to accumulate new words and improve my listening ability. Second, I take advantage of every opportunity to practice speaking with my classmates after class. I believe that the best way to master English is to practice more. I hope I can make great progress in English soon.” Students write independently, and the teacher walks around to guide them, helping students solve problems in vocabulary, phrases and grammar. After writing, students exchange their paragraphs in groups, and each group selects the best paragraph to share with the whole class. The teacher comments on the shared paragraphs, focusing on the use of vocabulary, phrases and grammar, as well as the logic and fluency of the paragraph. Design Intention: Short paragraph writing is a transition from sentence making to full-text writing, which can improve students’ comprehensive language application ability. Providing a sample paragraph can help students clarify the writing requirements and ideas, reduce the difficulty of writing. Group exchange and sharing can enhance students’ sense of achievement and enthusiasm for writing, and teacher comments can help students improve their writing level. 4.3 Level 3: Group Discussion and Presentation Divide students into groups of 4-5, and give the discussion topic: “What are the most effective learning strategies for high school students? How can we apply these strategies to our daily English learning?” Ask students to discuss in groups, using the learned vocabulary, phrases and grammar to express their opinions. Each group needs to select a recorder to record the key points of the discussion and a representative to make a presentation (about 2-3 minutes) to the whole class. During the discussion, the teacher walks around each group to guide, reminding students to use the learned language knowledge correctly and encouraging shy students to participate in the discussion. After the discussion, each group’s representative makes a presentation. The teacher comments on each presentation, focusing on the accuracy of language use, the richness of content and the fluency of expression, and gives positive evaluations and suggestions for improvement. Design Intention: Group discussion and presentation can not only improve students’ oral expression ability and cooperative learning ability but also help students apply the learned language knowledge to real communication scenarios, realizing the goal of “learning to use”. Guiding and encouraging students during the discussion can help all students participate in the activity and improve their learning confidence. Teacher comments can help students find their strengths and weaknesses and further improve their comprehensive language application ability. Step 5: Summary and Consolidation 5.1 Class Summary The teacher invites students to summarize the key content of this lesson independently. First, ask 1-2 students to share what they have learned today, including core vocabulary, phrases and grammar points. Then the teacher makes a systematic summary: This lesson mainly focuses on the core vocabulary and phrases related to “the art of learning”, and the usage of the infinitive as predicative and attributive. We have mastered the meaning and usage of key vocabulary and phrases, and can distinguish and use the infinitive as predicative and attributive correctly. We have also improved our comprehensive language application ability through various practices. At the same time, the teacher emphasizes the key and difficult points again: pay attention to the difference between confusing words, the collocation of phrases, and the correct use of the infinitive structure in different contexts. Design Intention: Inviting students to summarize independently can help them sort out the knowledge they have learned, deepen their memory and understanding, and cultivate their ability to summarize and sort out knowledge. The teacher’s systematic summary can help students form a complete knowledge framework and clarify the key and difficult points, laying a foundation for subsequent review and consolidation. 5.2 Homework Arrangement To consolidate the learning results of this lesson, the teacher arranges three types of homework, which are hierarchical and targeted: 1. Basic Homework: Copy the core vocabulary and phrases of this lesson, and make 1 sentence for each word and phrase, using the infinitive as predicative or attributive. 2. Intermediate Homework: Write a short passage (about 100-120 words) with the topic “How to Improve My English Learning Efficiency”, using at least 5 core vocabulary, 3 core phrases and 2 sentences with the infinitive as predicative or attributive. 3. Extended Homework: Interview your classmates about their English learning strategies, record their opinions, and write a short report (about 150 words) using the learned language knowledge. Share the report with the class in the next lesson. Design Intention: Hierarchical homework can meet the needs of different students. Basic homework is used to consolidate the basic knowledge of vocabulary and phrases; intermediate homework is used to improve students’ writing ability and comprehensive language application ability; extended homework is used to expand students’ learning scope, connect classroom learning with real life, and improve their practical application ability and communication ability. Step 6: Reflection and Feedback (After Class) After the class, the teacher reflects on the teaching process: Check whether the teaching goals are achieved, whether the teaching links are reasonable, whether the practice design is effective, and whether students have mastered the key and difficult points. At the same time, collect students’ feedback through homework and class performance, understand the problems and difficulties encountered by students in learning, and adjust the teaching methods and progress in the next lesson. For students who have difficulty in mastering the knowledge, the teacher can arrange after-class tutoring to help them make up for the knowledge gaps. For students who perform well, the teacher can give positive encouragement and arrange some extended tasks to stimulate their learning potential. Design Intention: Teaching reflection and feedback are important links in teaching. Through reflection, the teacher can find the advantages and disadvantages of the teaching process, continuously improve the teaching level. Collecting students’ feedback can help the teacher understand students’ learning situation in time, adjust the teaching strategy, and ensure that each student can gain something from the lesson. 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 $