Unit 1 The Art of Learning-Language Focus 2 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 2 内容导航 Language Focus 2 of Unit 1 The Art of Learning mainly focuses on non-finite verbs (infinitive and past participle) and their practical application in context. It is closely linked to the unit theme of "the art of learning", integrating grammatical knowledge with the topic of learning methods and strategies. Through text analysis, example exercises and situational application, it helps students master the usage of key structures, improve their ability to express ideas accurately in English, and lay a solid foundation for subsequent language output and theme exploration. It also connects with the unit's core goal of cultivating students' effective learning abilities. 教学目标和重难点 1. 教学目标 Language Ability: Master the basic usage of infinitive and past participle, and be able to use them correctly in sentences to express purpose, state and logical relationship. Cultural Awareness: Understand the differences in language expression between Chinese and English in grammatical structures, cultivate cross-cultural communication awareness, and respect the diversity of language expression. Thinking Quality: Develop logical thinking and analytical ability through analyzing the function of non-finite verbs in context, and learn to summarize and apply grammatical rules flexibly. Learning Ability: Cultivate autonomous learning and cooperative inquiry ability, master effective grammatical learning strategies, and form the habit of combining knowledge learning with practical application. 2. 教学重难点 Key Points: Master the basic functions and usages of infinitive (as subject, predicate, object, attribute, adverbial and complement) and past participle (as predicate, attribute, adverbial and complement); be able to identify and correct common mistakes in the use of non-finite verbs. Difficult Points: Distinguish the differences between infinitive and past participle in expressing meaning and function; flexibly use non-finite verbs in practical communication and writing to meet specific expression needs; understand the logical relationship between non-finite verbs and the main clause in complex sentences. 教学过程 Step 1: Lead-in (Lead-in and Review) Activity 1: Theme Review and Question Guidance The teacher starts the class by asking students questions related to the unit theme: "In the previous lessons, we have learned about the art of learning and some effective learning strategies. Who can share one learning method you have mastered and express it in a complete English sentence?" Invite 2-3 students to answer freely, and write their sentences on the blackboard. For example, some students may say: "To improve my English, I read English articles every morning." Or "I find it useful to take notes in class." After the students finish answering, the teacher guides them to observe the sentences on the blackboard: "Please look at these sentences carefully. Do you find any special verb forms in them? For example, 'to improve' and 'to take'—what are their characteristics?" Then, the teacher leads students to review the basic concept of non-finite verbs briefly, emphasizing that they cannot act as predicates alone and have specific grammatical functions in sentences. Finally, the teacher introduces the topic of this lesson: "Today, we will focus on Language Focus 2, which will help us have a deeper understanding of two important non-finite verbs—infinitive and past participle, and learn how to use them correctly in our English expression." Design Intention: This lead-in activity closely links with the unit theme "the art of learning", which not only helps students review the knowledge they have learned before, but also naturally leads to the grammatical focus of this lesson through the sentences spoken by students themselves. It avoids the dullness of direct grammatical explanation, stimulates students' learning interest, and makes students realize that grammatical knowledge is closely related to practical expression, laying a foundation for the subsequent learning of infinitive and past participle. Activity 2: Contextual Input and Key Structure Extraction The teacher presents a short passage related to the unit theme on the screen. The passage is closely related to learning methods and contains the key structures of infinitive and past participle to be learned in this lesson: "Learning a foreign language well requires patience and effective strategies. To memorize new words, many students choose to make word cards, which are easy to carry. The words written on the cards can help them review at any time. Besides, listening to English songs is a good way to improve listening skills. The songs sung by native speakers can let students feel the beauty of English pronunciation. When facing difficulties in learning, it is important to keep a positive attitude. The problems solved through hard work will make us more confident." Ask students to read the passage silently and then read it aloud together. After that, the teacher asks guiding questions: "Please find out the phrases with 'to + verb原形' and 'verb-ed' in the passage. Let's list them one by one." Students work in pairs to find the key structures, and the teacher organizes the whole class to check and summarize: infinitive structures include "To memorize new words", "to improve listening skills", "to keep a positive attitude"; past participle structures include "written on the cards", "sung by native speakers", "solved through hard work". Then, the teacher guides students to think: "What functions do these structures play in the sentences? For example, 'To memorize new words' is at the beginning of the sentence—what does it express? 'written on the cards' is after the noun 'word cards'—what does it modify?" Through such questions, students are guided to initially perceive the functions of infinitive and past participle in context, laying a foundation for the detailed explanation of grammatical rules later. Design Intention: Presenting grammatical knowledge in a contextual passage conforms to the teaching concept of "learning grammar in context". The passage is closely related to the unit theme, which not only enriches students' understanding of learning strategies, but also makes students perceive the practical application of infinitive and past participle in real language communication. The pair work activity can stimulate students' participation, and the guiding questions can help students focus on the key points, realizing the transition from "perception" to "understanding". Step 2: Presentation and Explanation (Key Knowledge Teaching) This part focuses on explaining the key usages of infinitive and past participle, combining examples, exercises and group discussions to help students master the grammatical rules in depth. The teacher explains the two parts separately, and integrates the exploration of students in the process to avoid one-way indoctrination. Part 1: Infinitive (to + verb原形) Activity 1: Explanation of Core Functions The teacher takes the infinitive structures extracted from the lead-in passage as examples, and combines more specific and simple sentences to explain the main functions of infinitive one by one, focusing on the functions that are frequently used and easy to be confused. 1. As Subject: The teacher presents the example "To memorize new words is important." and explains: "When the infinitive is used as the subject of a sentence, it usually expresses a specific action or purpose. To make the sentence more balanced, we often use 'it' as the formal subject, and put the infinitive at the end of the sentence. So this sentence can also be said as 'It is important to memorize new words.'" Then, the teacher asks students to practice: "Please convert the sentence 'To learn English well takes time.' into a sentence with formal subject 'it'." Invite one student to answer, and the teacher corrects and explains, emphasizing the structure "It is + adj./n. + to do sth.". Then, the teacher gives more examples, such as "It is necessary to take notes in class." and "It is a good habit to read English every day.", to help students consolidate the usage. 2. As Object: The teacher presents the example "Many students choose to make word cards." and explains: "The infinitive can be used as the object of some verbs, such as choose, want, hope, decide, plan, try, etc. We can remember these verbs and use the structure 'verb + to do sth.'." Then, the teacher lists some common verbs that can be followed by infinitive as objects, and asks students to make sentences in pairs. For example, "I hope to improve my English." "She decides to study hard." After the practice, invite several groups to share their sentences, and the teacher comments and corrects them. 3. As Attribute: The teacher presents the example "a good way to improve listening skills" and explains: "When the infinitive is used as an attribute, it is usually placed after the modified noun, indicating the purpose or function of the noun. For example, 'a way to improve' means 'a way used to improve', 'a book to read' means 'a book that can be read'." Then, the teacher gives more examples, such as "a pen to write with", "a place to live in", and emphasizes that when the infinitive is a transitive verb, if the modified noun is the object of the infinitive, we need to add a preposition. Then, ask students to complete the exercise: "Please fill in the blanks with the correct form of the verbs in brackets: (1) I have a lot of homework ______ (do). (2) He has a new house ______ (live in)." Students complete the exercise independently, and the teacher checks and explains the answers. 4. As Adverbial: The teacher presents the example "To memorize new words, many students choose to make word cards." and explains: "The infinitive used as an adverbial usually expresses purpose, which can be translated as 'in order to' or 'to'. It can be placed at the beginning or the end of the sentence. For example, 'He gets up early to catch the bus.' means 'He gets up early in order to catch the bus.'." Then, the teacher asks students to rewrite the sentence "She studies hard in order to pass the exam." into a sentence with infinitive as adverbial at the beginning, and invites students to answer and correct. Design Intention: The explanation of infinitive focuses on combining examples from the lead-in passage, which ensures the continuity of teaching and helps students connect new knowledge with the content they have just learned. The combination of explanation and immediate practice makes students master the usage of each function in time. The practice forms such as individual answer, pair work and group sharing can fully mobilize students' participation and meet the learning needs of students at different levels. At the same time, the emphasis on easy-to-confuse points (such as adding prepositions when infinitive is used as attribute) can help students avoid common mistakes. Activity 2: Common Mistakes and Correction The teacher presents some common mistakes in the use of infinitive in students' daily expression on the screen, such as: (1) He hopes improving his English. (2) It is important for us learning English. (3) I have a pen to write. (4) To learning English well, we need to practice more. Ask students to work in groups of 4 to find out the mistakes and correct them, and explain the reasons. After 5 minutes of discussion, each group sends a representative to share their opinions. The teacher summarizes and explains the common mistakes one by one: (1) "hope" should be followed by infinitive, so "improving" should be changed to "to improve"; (2) The structure "It is important for sb. to do sth." is used, so "learning" should be changed to "to learn"; (3) The infinitive "to write" is a transitive verb, and the modified noun "pen" is its object, so we need to add the preposition "with", that is, "to write with"; (4) The infinitive as adverbial of purpose should be "to + verb原形", so "learning" should be changed to "learn". After correcting the mistakes, the teacher asks students to summarize the key points to pay attention to when using infinitive, and the teacher supplements and sorts them out, helping students deepen their understanding of the usage of infinitive and avoid making the same mistakes again. Design Intention: The activity of mistake correction is close to students' actual learning situation. By letting students find and correct mistakes by themselves, it can enhance their sense of participation and deepen their memory of grammatical rules. Group discussion can promote students' communication and cooperation, and help students learn from each other. The teacher's summary and supplement can ensure that students grasp the key points of mistake avoidance, laying a solid foundation for the correct use of infinitive. Part 2: Past Participle (verb-ed) Activity 1: Explanation of Core Functions The teacher still takes the past participle structures extracted from the lead-in passage as examples, and combines specific sentences to explain the main functions of past participle, focusing on distinguishing it from infinitive. 1. As Predicate: The teacher presents the example "The problems are solved through hard work." and explains: "When the past participle is used as a predicate, it is usually combined with the auxiliary verb 'be' to form the passive voice, expressing that the subject is the bearer of the action. The structure is 'be + past participle'. For example, 'The letter was written by him.' means 'He wrote the letter.'." Then, the teacher gives more examples, such as "The classroom is cleaned every day." "The book has been read by many students.", and explains the changes of tense in passive voice briefly (simple present tense, present perfect tense), but does not go into too much detail to avoid increasing the learning burden of students. Then, ask students to convert the following active sentences into passive sentences: (1) We clean the classroom every day. (2) He has finished his homework. Students complete the exercise independently, and the teacher checks and explains the answers. 2. As Attribute: The teacher presents the example "the words written on the cards" and explains: "When the past participle is used as an attribute, it is usually placed before or after the modified noun, expressing a passive or completed meaning. When it is a single past participle, it is usually placed before the noun; when it is a past participle phrase, it is usually placed after the noun. For example, 'a broken cup' (a cup that is broken), 'the students invited to the party' (the students who are invited to the party)." Then, the teacher gives more examples, such as "a fallen leaf", "the book written by Lu Xun", and asks students to distinguish the difference between past participle and infinitive as attribute: "What is the difference between 'a book to read' and 'a book written by Lu Xun'?" Guide students to conclude that the infinitive as attribute expresses a future or purposeful meaning, while the past participle as attribute expresses a passive or completed meaning. Then, the teacher arranges an exercise: "Please fill in the blanks with the correct form of the verbs in brackets (infinitive or past participle): (1) I have a book ______ (read) this weekend. (2) I have a book ______ (write) by Mo Yan." Students complete the exercise, and the teacher checks and explains, emphasizing the difference between the two usages. 3. As Adverbial: The teacher presents the example "Sung by native speakers, the songs can let students feel the beauty of English pronunciation." and explains: "When the past participle is used as an adverbial, it usually expresses time, reason, condition, manner or accompanying state, and its logical subject is the subject of the main clause, and there is a passive relationship between the past participle and the logical subject. For example, 'Seen from the top of the mountain, the city looks beautiful.' means 'When the city is seen from the top of the mountain, it looks beautiful.'." Then, the teacher gives more examples, such as "Frightened by the noise, the child cried.", "Given more time, we can finish the work better.", and guides students to analyze the logical relationship between the past participle and the main clause. Then, ask students to rewrite the following sentences with past participle as adverbial: (1) When he was asked about his dream, he said he wanted to be a teacher. (2) Because she was moved by the story, she cried. Students rewrite the sentences in pairs, and the teacher invites several groups to share their answers, and corrects and explains them. 4. As Complement: The teacher presents the example "I find the words written on the cards very useful." and explains: "When the past participle is used as a complement, it is usually used after the object, explaining the state of the object, and there is a passive relationship between the past participle and the object. Common verbs followed by past participle as complement include find, keep, make, have, see, hear, etc. For example, 'I keep the door closed.' means 'I make the door in a closed state.'." Then, the teacher gives more examples, such as "We saw the house destroyed by the storm.", "She had her hair cut yesterday.", and asks students to make sentences with these verbs, practicing the usage of past participle as complement. Design Intention: The explanation of past participle also adheres to the principle of "contextualization and practicality", combining examples from the lead-in passage to ensure the consistency of teaching. The key point of the explanation is to distinguish the difference between past participle and infinitive in the same function (such as attribute and adverbial), which helps students clarify the usage boundaries and avoid confusion. The combination of explanation, example and practice makes students master the usage of each function step by step. The practice forms are diverse, which can fully mobilize students' enthusiasm and improve their learning efficiency. Activity 2: Distinguish Infinitive and Past Participle To help students further distinguish the usage of infinitive and past participle, the teacher arranges a comparative exercise. Present the following sentences on the screen, and ask students to analyze the function of the underlined parts and the differences in meaning: 1. (1) To learn English well, we need to practice more. (2) Learned by many students, English becomes more and more popular. 2. (1) I have a letter to write. (2) I have a letter written by my father. 3. (1) He wants to buy a new book. (2) He has a new book bought by his mother. Students work in groups to discuss and analyze, and each group is responsible for one group of sentences. After the discussion, each group sends a representative to share their analysis results. The teacher summarizes and sorts out the key differences: In terms of meaning, the infinitive usually expresses future, purpose or active meaning, while the past participle usually expresses passive or completed meaning; in terms of function, although both can be used as attribute, adverbial and complement, their logical relationships with the modified words or subjects are different. Then, the teacher gives a summary table (simplified) to help students sort out the differences clearly: Structure Main Meaning Common Functions Infinitive (to do) Future, purpose, active Subject, object, attribute, adverbial, complement Past Participle (done) Passive, completed Predicate (passive voice), attribute, adverbial, complement Design Intention: The comparative exercise is designed to solve the key and difficult point of this lesson—distinguishing the usage of infinitive and past participle. Through group discussion and representative sharing, students can deeply understand the differences between the two structures in meaning and function. The summary table can help students sort out the knowledge systematically, form a clear knowledge framework, and lay a foundation for the flexible application of the two structures later. Step 3: Consolidation and Practice (Knowledge Application) This part is designed with hierarchical exercises, from basic consolidation to comprehensive application, to help students consolidate the learned knowledge and improve their ability to use infinitive and past participle flexibly. The exercises are closely linked to the unit theme of "the art of learning", ensuring the pertinence and practicality of the practice. Activity 1: Basic Consolidation Exercise (Individual Work) The teacher presents the following exercises on the screen, asking students to complete them independently. The exercises mainly focus on the basic usages of infinitive and past participle, helping students consolidate the grammatical rules they have just learned. Exercise 1: Fill in the blanks with the correct form of the verbs in brackets (infinitive or past participle). 1. It is necessary for us ______ (master) effective learning strategies. 2. The book ______ (write) by a famous educator is very popular among students. 3. She decided ______ (spend) more time on English reading. 4. ______ (encourage) by her teacher, she made great progress in English. 5. I find it difficult ______ (remember) all the new words in a short time. 6. The classroom ______ (clean) by the students every afternoon. 7. He has a lot of homework ______ (finish) tonight. 8. ______ (learn) a foreign language well, we need to practice listening, speaking, reading and writing. After students complete the exercises independently, the teacher checks the answers one by one, explains the key and difficult points in the exercises, and corrects the common mistakes. For example, for question 4, emphasize that the logical subject of the past participle "encouraged" is "she", and there is a passive relationship between them; for question 7, emphasize that the infinitive "to finish" is used as an attribute, expressing a future meaning, and since "finish" is a transitive verb and "homework" is its object, no preposition is needed. Design Intention: The basic consolidation exercise focuses on the core usages of infinitive and past participle, which is helpful for students to consolidate the grammatical rules they have just learned and check their learning effect. Individual work can let each student think independently and find out their own weak points. The teacher's explanation and correction can help students solve the problems in time and deepen their understanding of the knowledge. Activity 2: Intermediate Comprehensive Exercise (Pair Work) The teacher divides students into pairs, and presents a task on the screen: "Suppose you and your partner are talking about your English learning methods. Please use at least 5 sentences to introduce your learning methods, and each sentence must contain either an infinitive or a past participle. You can refer to the following tips: memorize words, take notes, listen to English songs, read English articles, ask teachers for help, etc." The teacher gives an example to guide students: "I usually make word cards to memorize new words. The words written on the cards are easy to remember. I also listen to English songs sung by native speakers to improve my listening skills. When I meet difficult problems, I ask my teacher to help me. It is important for me to keep practicing every day." After the example, students start to discuss and make sentences in pairs. The teacher walks around the classroom, observes the students' performance, and provides guidance to students who have difficulties. For example, some students may not know how to use past participle correctly, and the teacher can remind them to use the structure "noun + past participle phrase" to modify the noun. After 10 minutes of preparation, each pair sends a representative to present their dialogue to the whole class. The teacher comments on their performance, affirming the advantages and pointing out the deficiencies, especially the correct use of infinitive and past participle. Design Intention: The intermediate comprehensive exercise combines grammatical practice with the unit theme of "English learning methods", which makes the practice more practical and contextual. Pair work can promote students' communication and cooperation, and help students learn from each other. The teacher's on-site guidance can solve the problems encountered by students in the process of practice in time. The presentation link can enhance students' sense of achievement and stimulate their learning enthusiasm, while also checking the effect of students' comprehensive application of knowledge. Activity 3: Advanced Application Exercise (Group Work) The teacher divides students into groups of 4-5, and presents a writing task on the screen: "Write a short passage about 'My Effective English Learning Strategies' with 80-100 words. Requirements: 1. The passage must be closely related to the theme of learning strategies; 2. At least 3 infinitives and 2 past participles are used; 3. The logic is clear and the expression is accurate." The teacher gives a sample passage to guide students: "My Effective English Learning Strategies To improve my English, I have formed some effective learning strategies. Every morning, I read English articles to practice my reading skills. The articles chosen by my teacher are very suitable for me. I also take notes in class to remember the key points. The notes taken in class help me review easily after class. In addition, I often practice speaking with my classmates. It is necessary for me to keep these strategies and make greater progress." After presenting the sample, the teacher reminds students to pay attention to the correct use of infinitive and past participle, and the logical connection of the passage. Students start to discuss and write in groups. The teacher walks around the classroom, provides guidance to each group, and helps students solve problems in writing, such as the choice of words, the correct use of grammatical structures, and the logical connection of sentences. After 15 minutes of writing, each group selects a better passage to present to the whole class. The teacher comments on the passages, focusing on the correct use of infinitive and past participle, the richness of content, and the clarity of logic. At the same time, the teacher selects typical passages (including excellent ones and those with common mistakes) for analysis, helping students further improve their writing ability and the ability to use grammatical knowledge flexibly. Design Intention: The advanced application exercise upgrades the practice from oral expression to written expression, which is in line with the teaching law of "from input to output". The writing task is closely linked to the unit theme, which not only consolidates the grammatical knowledge, but also enriches students' understanding of learning strategies, realizing the integration of grammatical knowledge and theme exploration. Group work can promote students' cooperative inquiry ability, and the teacher's guidance and comments can help students find their own deficiencies and improve their writing level and grammatical application ability. Step 4: Summary and Extension (Knowledge Integration and Application Expansion) Activity 1: Knowledge Summary The teacher invites students to summarize the key knowledge of this lesson independently: "Who can summarize what we have learned today? What are the main functions of infinitive and past participle? What are the differences between them?" Invite 2-3 students to summarize, and the teacher supplements and sorts out, forming a clear knowledge framework: 1. Infinitive (to + verb原形): main functions include subject (often with formal subject "it"), object (after verbs such as choose, want, hope), attribute (after the modified noun, expressing future or purpose), adverbial (expressing purpose), complement. It usually expresses future, purpose or active meaning. 2. Past Participle (verb-ed): main functions include predicate (forming passive voice with "be"), attribute (expressing passive or completed meaning), adverbial (expressing time, reason, condition, etc., with passive relationship with the subject), complement (explaining the state of the object). It usually expresses passive or completed meaning. 3. Key points to remember: Distinguish the meaning and function of infinitive and past participle; pay attention to common mistakes in use. Then, the teacher emphasizes: "Grammar is a tool for communication. We learn infinitive and past participle not only to master grammatical rules, but also to use them correctly in oral and written expression, so as to make our English expression more accurate and vivid." Design Intention: Letting students summarize the knowledge independently can help them sort out the knowledge they have learned, deepen their memory and understanding, and cultivate their ability of induction and summary. The teacher's supplement and sorting out can ensure the comprehensiveness and accuracy of the knowledge summary, helping students form a systematic knowledge framework. The emphasis on the practicality of grammar can help students establish the correct learning concept, realizing the combination of knowledge learning and practical application. Activity 2: Knowledge Extension The teacher presents a short English article related to the unit theme on the screen. The article contains more complex usages of infinitive and past participle, and some extended knowledge (such as the passive voice of infinitive: to be done, the perfect form of infinitive: to have done). The teacher reads the article aloud with students, and briefly introduces the extended knowledge: "In addition to the usages we have learned today, the infinitive also has passive form and perfect form. For example, 'The work is to be done tomorrow.' (passive form of infinitive, expressing that the work will be done by others); 'He seems to have finished his work.' (perfect form of infinitive, expressing that the action of finishing the work happened before the action of 'seems'). We will learn these usages in detail in the following lessons." Then, the teacher assigns an after-class task: "1. Review the key knowledge of this lesson, and finish the exercises on the textbook; 2. Write a short passage about 'My Learning Experience' with 80-100 words, using at least 2 infinitives and 2 past participles; 3. Collect 5 English sentences containing infinitive or past participle from English articles or songs, and analyze their functions." Design Intention: The knowledge extension activity can broaden students' horizons, let them understand that there are more extended usages of infinitive and past participle, laying a foundation for subsequent learning. The after-class task is closely linked to the content of this lesson, which can help students consolidate the knowledge they have learned, and also cultivate their ability of autonomous learning and information collection. The combination of textbook exercises, writing and sentence collection makes the after-class task more diverse and targeted, ensuring the continuity of learning. Step 5: Evaluation and Feedback (Learning Effect Detection) The evaluation and feedback run through the whole teaching process, including formative evaluation and summative evaluation, to comprehensively detect students' learning effect and provide targeted guidance for subsequent teaching. 1. Formative Evaluation: In the process of lead-in, presentation, practice and summary, the teacher observes students' participation, such as the enthusiasm of answering questions, the performance of pair work and group work, the completion of exercises, etc. For students who perform well, the teacher gives timely praise and affirmation, such as "Your answer is very correct!" "You use the infinitive very flexibly!" For students who have difficulties, the teacher gives patient guidance and encouragement, such as "Don't worry, let's think again. The infinitive here is used as an adverbial of purpose." 2. Summative Evaluation: Through the advanced application exercise (writing task) and the after-class task, the teacher comprehensively evaluates students' mastery of the knowledge. For the writing task in class, the teacher focuses on evaluating the correct use of infinitive and past participle, the logicality and fluency of the passage. For the after-class task, the teacher checks the completion of the exercises, the quality of the writing and the accuracy of the sentence analysis, and records the common problems of students, which will be explained and reviewed in the next lesson. In addition, the teacher invites students to conduct self-evaluation and peer evaluation: "Please evaluate your own performance in this lesson. Do you master the usages of infinitive and past participle? What are your advantages and deficiencies? Then, evaluate your partner's performance in pair work and group work, and put forward suggestions for improvement." Through self-evaluation and peer evaluation, students can have a clearer understanding of their own learning situation, learn from each other's advantages, and improve their learning ability. Design Intention: The combination of formative evaluation and summative evaluation can comprehensively detect students' learning effect, and the teacher can adjust the teaching plan in time according to the evaluation results. The self-evaluation and peer evaluation can cultivate students' ability of self-reflection and mutual learning, help students establish a correct learning attitude, and promote their all-round development. Overall Design Concept of the Teaching Process: This teaching process adheres to the student-centered teaching concept, closely links with the unit theme "The Art of Learning", integrates grammatical knowledge with practical expression, and realizes the organic combination of knowledge teaching and core literacy cultivation. The teaching steps are gradual, from lead-in and review to presentation and explanation, then to consolidation and practice, and finally to summary and extension, which conforms to the cognitive law of high school students. The design of each activity pays attention to the participation of students, and adopts various practice forms such as individual work, pair work and group work to meet the learning needs of students at different levels. At the same time, each activity is equipped with clear design intention, which ensures that the teaching activity is targeted and effective, helping students master the key knowledge, improve their language application ability, and cultivate their four-dimensional core literacy. 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 $