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

Unit 1 The Art of Learning-Exploring the Theme 内容导航 Exploring the Theme of Unit 1 The Art of Learning focuses on the essence, methods and significance of learning, guiding students to reflect on their own learning habits, understand scientific learning strategies such as active thinking, persistent practice and effective summary. It combines typical cases and practical scenarios to help students realize that learning is a lifelong process, to cultivate the awareness of scientific learning, and to lay a foundation for improving their learning ability and forming good learning quality. 教学目标和重难点 1. 教学目标 Learning Ability: To master basic learning strategies, to form the habit of self-reflection and self-improvement, and to enhance the ability of independent learning and cooperative learning. Cultural Awareness: Understand the diversity of learning concepts in different cultures, respect different learning styles, and establish a scientific learning concept. Thinking Quality: Develop logical thinking through analyzing learning cases, critical thinking through evaluating learning methods, and innovative thinking through exploring personalized learning strategies. Learning Ability: Master basic learning strategies, form the habit of self-reflection and self-improvement, and enhance the ability of independent learning and cooperative learning. 2. 教学重难点 Key Points: Master the core vocabulary (such as strategy, persistent, reflect, accumulate) and sentence patterns about learning; understand the main content and logical structure of the theme-related materials; be able to talk about learning methods and experiences in simple English. Difficult Points: How to use the learned vocabulary and sentence patterns to express personal views on learning strategies accurately and fluently; how to combine their own learning practice to reflect on and optimize their learning methods; how to understand the deep meaning of "the art of learning" and apply it to daily study. 教学过程 Step 1: Lead-in — Spark Interest and Introduce the Theme Activity 1: Warm-up Discussion The teacher starts the class with an open question: “What do you think is the most important thing in learning? Is it intelligence, hard work, or good methods?” Then, invite 3-4 students to share their opinions freely in English. After each student’s sharing, the teacher gives simple comments and guidance, such as “Your idea is very practical. Hard work is indeed important, but good methods can make our learning more efficient.” Then, the teacher shows a short video (1-2 minutes) about two students with different learning effects: one student studies for a long time but makes little progress because of improper methods, while the other student achieves good results with scientific learning strategies. After watching the video, ask students: “Why do the two students have different learning effects? What can we learn from them?” Guide students to realize the importance of scientific learning methods, and then naturally introduce the theme of this lesson — Exploring the Theme: The Art of Learning. Design Intention: The warm-up discussion and short video are used to arouse students’ interest in the theme of learning. By connecting with students’ daily learning reality, it can make students feel that the theme is close to their life, reduce their psychological distance from the new lesson, and lay a foundation for the smooth development of the follow-up teaching activities. At the same time, it can initially train students’ oral expression ability and guide them to think about the connotation of “the art of learning”. Activity 2: Vocabulary Preview The teacher presents the core vocabulary of the theme on the blackboard or courseware, including nouns (strategy, method, habit, reflection, accumulation), verbs (reflect, accumulate, persist, master, apply), adjectives (persistent, effective, scientific, efficient), and key phrases (take notes, make a plan, reflect on, stick to, apply...to...). For each word and phrase, the teacher gives simple English explanations and example sentences related to learning, such as “Strategy means a plan that you use to achieve a particular goal in learning or work. For example, making a daily study plan is a good learning strategy.” Then, organize students to read the words and phrases together twice, and ask 2-3 students to read them individually to correct their pronunciation. Finally, let students try to make simple sentences with 1-2 words or phrases, such as “I usually reflect on my study at the end of each week.” Design Intention: Previewing core vocabulary in advance can help students remove language obstacles in the follow-up reading and discussion activities, improve the efficiency of understanding the theme content. By giving example sentences related to learning, it can help students connect vocabulary with practical learning scenarios, deepen their memory and understanding of vocabulary, and lay a solid language foundation for the follow-up teaching links. Step 2: Theme Exploration — Understand the Core of “The Art of Learning” Activity 1: Reading Comprehension (Text 1: The Essence of Learning) The teacher distributes the reading materials (Text 1) related to the theme. The text mainly introduces the essence of learning: learning is not just the accumulation of knowledge, but a process of active thinking, continuous exploration and constant improvement. It also mentions that successful learning requires curiosity, persistence and correct methods. The teacher asks students to read the text silently first, and then answer the following questions: 1. What is the essence of learning according to the text? 2. What are the necessary qualities for successful learning? 3. Do you agree with the view in the text? Why or why not? After students finish reading and answering, the teacher organizes the whole class to check the answers. For question 3, encourage students to express their own views freely, and guide them to combine their own learning experience to explain. For example, if a student says “I agree because curiosity can make me more active in learning new knowledge”, the teacher can reply “That’s a good point. Curiosity is the driving force of learning, which can make us more willing to explore unknown things.” Then, the teacher leads students to analyze the structure of the text: the first paragraph puts forward the theme — the essence of learning; the middle paragraphs elaborate on the necessary qualities for successful learning; the last paragraph summarizes the significance of mastering the art of learning. Through the analysis, help students understand the logical structure of the text and improve their reading comprehension ability. Design Intention: Through reading comprehension, students can systematically understand the core content of the theme — the essence of learning and the necessary qualities for successful learning. The design of questions can guide students to read carefully, extract key information, and train their reading ability. At the same time, encouraging students to express their own views can cultivate their critical thinking ability and make them have a deeper understanding of the theme. Activity 2: Group Discussion (Text 2: Typical Learning Cases) The teacher distributes another reading material (Text 2), which introduces two typical learning cases: Case 1: A student named Li Hua used to be poor in English. He changed his learning method: he insisted on reading English articles for 20 minutes every day, took notes of new words and good sentences, and asked the teacher for help when he met difficulties. After half a year, his English score improved greatly. Case 2: A student named Zhang Wei studied very hard, but he always memorized knowledge mechanically without thinking. As a result, he forgot quickly and his learning effect was not good. After the teacher’s guidance, he began to summarize and sort out knowledge regularly, and his learning effect was significantly improved. Divide students into groups of 4-5, and assign discussion tasks: 1. Analyze the reasons for Li Hua’s success and Zhang Wei’s initial failure. 2. What learning methods can we learn from Li Hua? 3. What mistakes should we avoid in our own learning according to Zhang Wei’s case? 4. Combine the two cases and the previous text, talk about what “the art of learning” means to you. During the group discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives appropriate guidance when students have difficulties. For example, if a group can’t clearly summarize the reasons for Li Hua’s success, the teacher can prompt: “Pay attention to the learning methods Li Hua used, such as reading regularly, taking notes and asking for help.” After the discussion, each group sends a representative to share the group’s views. The teacher gives positive comments and supplements, and guides students to summarize the key points of scientific learning methods from the cases. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. By analyzing specific cases, students can more intuitively understand the importance of scientific learning methods, and connect the theme content with their own learning reality. The discussion tasks are designed from shallow to deep, which can guide students to think step by step, deepen their understanding of “the art of learning”, and lay a foundation for the follow-up application of learning methods. Activity 3: Vocabulary and Sentence Pattern Consolidation On the basis of the two reading texts, the teacher sorts out the key sentences and sentence patterns, and organizes students to carry out consolidation exercises. For example: 1. It is important for us to master scientific learning strategies. (It is + adj. + for sb. + to do sth.) 2. Li Hua insisted on reading English articles every day, which helped him improve his English quickly. (Non-restrictive attributive clause) 3. We should not only work hard, but also use correct methods. (Not only...but also...) The teacher explains the structure and usage of each sentence pattern, and asks students to make sentences with these sentence patterns combined with their own learning experience. For example, ask students to complete the sentence: “It is important for me to ______ in learning.” Then, invite students to share their sentences, and the teacher corrects and comments on them. At the same time, review the core vocabulary learned earlier, and organize students to complete a short fill-in-the-blank exercise (using the learned vocabulary and sentence patterns) to consolidate the language knowledge. Design Intention: Consolidating vocabulary and sentence patterns can help students master the language knowledge related to the theme, and improve their ability to use language accurately. By making sentences combined with their own learning experience, it can make students apply the learned language knowledge to practical scenarios, realize the practical value of language learning, and lay a foundation for the follow-up oral expression and writing activities. Step 3: Theme Application — Apply Learning Methods to Practice Activity 1: Personal Learning Reflection The teacher asks students to reflect on their own learning situation combined with the theme content and the learned learning methods. The reflection questions are as follows: 1. What are your current learning habits? (e.g., Do you make a study plan? Do you take notes? Do you reflect on your study regularly?) 2. What are the advantages and disadvantages of your learning methods? 3. What improvements can you make according to the learning methods learned in this lesson? 4. Make a simple learning improvement plan for yourself (including short-term goals and specific methods). Students are asked to write down their reflection and learning plan on the exercise book. The teacher walks around to check, and gives guidance to students who have difficulties in reflection or plan-making. For example, if a student doesn’t know how to make a learning plan, the teacher can prompt: “You can make a daily or weekly study plan, including the time arrangement of each subject, the learning tasks to be completed, and the methods to be used.” After students finish writing, invite 2-3 students to share their reflection and learning plan with the whole class. The teacher gives positive comments and suggestions, such as “Your learning plan is very specific and practical. I believe you can make progress if you stick to it.” Design Intention: Personal learning reflection can guide students to connect the theme content with their own learning reality, find their own problems in learning, and clarify the direction of improvement. Making a learning plan can help students apply the learned learning methods to practice, cultivate their ability of self-management and self-improvement, and realize the practical significance of the theme learning. Activity 2: Pair Work — Share Learning Strategies Divide students into pairs. Each pair cooperates to complete the task: share their own learning strategies (such as note-taking methods, memory skills, time management methods) with each other, and discuss which strategies are more suitable for themselves. During the pair work, students should use the learned vocabulary and sentence patterns to express their views. For example, a student can say: “I think taking notes is a good learning strategy. When I take notes, I can focus more on the key points, and it is also convenient for me to review later.” The other student can reply: “I agree with you. I also take notes, but I will sort out my notes regularly to help me remember knowledge better.” After the pair work, invite 2-3 pairs to share their communication results with the whole class. The teacher summarizes the good learning strategies shared by students, and supplements some practical learning strategies, such as the “Feynman Technique” (explain the learned knowledge to others to check whether you have mastered it), the “spaced repetition method” (review knowledge regularly to strengthen memory), etc. Guide students to choose suitable learning strategies according to their own characteristics. Design Intention: Pair work can provide students with more opportunities for oral expression, improve their oral communication ability. By sharing learning strategies with each other, students can learn from each other, expand their ideas, and understand that different people have different learning strategies, so they should choose the ones that suit them. The teacher’s supplement of learning strategies can enrich students’ knowledge reserve and help them master more scientific learning methods. Activity 3: Group Project — Design a “Learning Guide” Divide students into groups of 5-6, and assign the group project task: design a “Learning Guide” for senior high school students. The guide should include the following contents: 1. The importance of mastering the art of learning. 2. Common effective learning strategies (at least 3 kinds, with specific operation methods). 3. Suggestions on avoiding bad learning habits. 4. Encouraging words for students. The group should complete the design of the guide in English, and each group member should participate in the discussion and writing. During the project production, the teacher walks around the classroom, provides guidance for each group, such as how to organize the content of the guide, how to use the learned vocabulary and sentence patterns to express accurately, and how to make the guide more practical and attractive. After the groups finish the project, each group sends a representative to present their “Learning Guide” to the whole class (using PPT or handwritten posters). The teacher evaluates each group’s work from the aspects of content completeness, language accuracy, practicality and creativity, and gives positive comments and suggestions for improvement. For example, “Your Learning Guide is very comprehensive, and the learning strategies are very practical. If you can add some specific examples, it will be better.” Design Intention: Group project is a comprehensive application of the theme content and language knowledge. It can cultivate students’ cooperative learning ability, innovative thinking ability and practical ability. By designing the “Learning Guide”, students can further consolidate the learned learning methods and language knowledge, and at the same time, enhance their sense of responsibility and achievement. The presentation link can also improve students’ oral expression ability and public speaking ability. Step 4: Summary and Extension — Deepen the Understanding of the Theme Activity 1: Whole-Class Summary The teacher invites students to summarize what they have learned in this lesson. First, ask 2-3 students to share their gains, such as “I learned the essence of learning and the importance of scientific learning methods”, “I made a learning improvement plan for myself”, etc. Then, the teacher makes a comprehensive summary: in this lesson, we explored the theme of “the art of learning”, understood the essence of learning and the necessary qualities for successful learning, learned effective learning strategies through typical cases, and applied these strategies to our own learning practice. The teacher emphasizes that learning is a lifelong process, and mastering the art of learning can help us learn more efficiently and make greater progress. We should keep curiosity, persistence and the awareness of continuous reflection and improvement in our daily study. Design Intention: The whole-class summary can help students sort out the knowledge system of this lesson, deepen their understanding of the theme, and consolidate the learned content. Inviting students to summarize first can cultivate their ability of induction and summary, and let the teacher know the students’ learning effect. Activity 2: Theme Extension The teacher introduces some famous quotes about learning to students, such as: 1. “Live and learn.” (It means we should keep learning all our lives.) 2. “Learning without thought is labor lost; thought without learning is perilous.” (Confucius) 3. “The more you learn, the more you realize how little you know.” Then, ask students to read the quotes together, and discuss the meaning of the quotes in pairs. After the discussion, invite students to share their understanding of the quotes, and guide them to connect the quotes with the theme of “the art of learning”, realizing that learning requires continuous thinking and persistence. In addition, the teacher assigns after-class tasks: 1. Revise and improve the personal learning improvement plan, and put it into practice in the next week, then write a short reflection (100-150 words) on the implementation effect. 2. Read an English article about learning strategies, and take notes of the key points. 3. Share the “Learning Guide” designed by the group with other students in the class, and collect their suggestions for improvement. Design Intention: The theme extension can enrich students’ knowledge reserve, deepen their understanding of the theme, and cultivate their ability of connecting knowledge. The after-class tasks can help students consolidate the learned content, apply the theme knowledge to daily study, and form a good learning cycle. At the same time, it can lay a foundation for the follow-up teaching activities of the unit. Activity 3: Emotional Education The teacher ends the class with an encouraging speech: “Learning is not always easy. It may be accompanied by difficulties and setbacks, but as long as we master the art of learning, keep curious, persistent and brave to explore, we can overcome all difficulties and make continuous progress. I hope every student can find their own learning methods, enjoy the process of learning, and grow into a lifelong learner.” Design Intention: Emotional education can arouse students’ emotional resonance, enhance their confidence in learning, and cultivate their positive learning attitude. It can make students realize that learning is not only a process of acquiring knowledge, but also a process of growing and improving themselves, which helps to achieve the goal of cultivating students’ learning ability and good learning quality. Step 5: Teaching Feedback and Adjustment (Hidden Link) During the whole teaching process, the teacher pays close attention to the students’ performance, including their participation in discussions, the accuracy of answering questions, the completion of tasks, etc., and records the students’ learning difficulties and problems in time. After the class, the teacher sorts out the teaching feedback, analyzes the reasons for the students’ problems, and adjusts the follow-up teaching plan and methods accordingly. For example, if some students have difficulty in using the learned sentence patterns to express their views, the teacher can add more sentence pattern practice activities in the next class; if some students’ learning plans are not specific enough, the teacher can give more targeted guidance after class. Design Intention: Teaching feedback and adjustment are important links to ensure the teaching effect. By paying attention to students’ learning situation in real time, the teacher can find problems in time, adjust the teaching strategies, and make the teaching more in line with the students’ actual learning needs, so as to better achieve the teaching goals and cultivate students’ four-dimensional key competencies. 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 $