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

Unit 1 The Art of Learning-Expressing Your Ideas 内容导航 This section focuses on guiding students to express their ideas about the art of learning in English. It covers useful expressions, logical thinking training and practical communication, helping students clearly convey their views on learning methods, difficulties and experiences with correct language and proper logic. 教学目标和重难点 1. 教学目标 Language Ability: Master expressions for talking about learning, and improve the ability to express personal views clearly and logically in English. Cultural Awareness: Understand the diversity of learning concepts in different cultures and cultivate a rational attitude towards learning. Thinking Quality: Develop logical thinking through organizing ideas and expressing views, and enhance critical thinking in analyzing learning methods. Learning Ability: Master effective ways of expressing ideas in English, and improve autonomous learning and cooperative communication skills in language practice. 2. 教学重难点 Key Points: Master core vocabulary and sentence patterns related to expressing ideas about learning; be able to express personal views on learning methods, experiences and difficulties in a clear and coherent way. Difficult Points: Using appropriate logical connectives to organize ideas and ensure the fluency and rationality of expression; flexibly applying learned expressions to practical communication scenarios and accurately conveying their own thoughts. 教学过程 Step 1: Lead-in (Lead-in and Activation) Activity 1: Daily Discussion The teacher starts the class with an open question: “What is the most effective learning method you have used? Can you briefly introduce it?” Ask 3-4 students to answer freely in English. Then, the teacher writes down the key words and simple expressions mentioned by the students on the blackboard, such as “take notes”, “review regularly”, “ask teachers for help”, “group discussion” and so on. After the students’ answers, the teacher summarizes: “Today, we will focus on how to express our ideas about learning clearly and effectively in English, which will help us better communicate and share our learning experience.” Design Intention: This activity is closely connected with students’ daily learning life, which can quickly arouse students’ interest and enthusiasm for participation. By asking students to share their own learning methods, it can activate the existing language knowledge and learning experience of students, lay a foundation for the subsequent learning of expressions and logical organization. At the same time, writing down key words and expressions can help students sort out their ideas and initially perceive the language points related to the topic. Activity 2: Vocabulary and Sentence Pattern Preview The teacher presents the core vocabulary and sentence patterns of this section through PPT, including nouns (method, strategy, experience, difficulty, progress), verbs (express, convey, summarize, analyze, master), adjectives (effective, practical, difficult, helpful) and common sentence patterns for expressing views: ① I think / In my opinion, the best way to learn... is to... ② From my experience, I find that... ③ One of the most important learning strategies is... ④ I have difficulty in... and I think the solution is... ⑤ It is helpful to... when learning... The teacher reads the words and sentences aloud, and asks students to follow along. Then, the teacher asks students to make simple sentences with the given words and sentence patterns, and invites several students to share their sentences in class. The teacher corrects the mistakes in pronunciation, grammar and expression in time to ensure that students can initially master the basic use of these words and sentences. Design Intention: Vocabulary and sentence patterns are the basis for expressing ideas. Previewing core vocabulary and sentence patterns can help students solve language barriers in subsequent expression activities, so that they can focus more on the organization and expression of ideas. The follow-up and sentence-making activities can strengthen students’ memory and initial application ability of language points, laying a solid language foundation for the smooth development of subsequent teaching links. Step 2: Presentation (Presentation and Explanation) Activity 1: Sample Analysis The teacher presents a sample passage on the PPT, which is closely related to the theme of “expressing ideas about learning”. The sample passage is as follows: “In my opinion, the art of learning lies in finding a method that suits yourself. I used to have great difficulty in learning English vocabulary. I always forgot new words quickly after memorizing them. Later, I tried the method of combining listening and reading. Every morning, I listen to English word tapes and read the corresponding words aloud. In the evening, I review the words I learned that day by making word cards. Through this method, I have made great progress. I think that persistence is also very important in learning. Only by keeping practicing every day can we master new knowledge well.” After presenting the sample passage, the teacher guides students to analyze it from three aspects: ① What is the main idea of the sample passage? (The author shares his own experience of learning English vocabulary and his views on the art of learning.) ② What vocabulary and sentence patterns are used in the passage to express ideas? (Circle the core vocabulary and sentence patterns learned in the preview link.) ③ How is the passage organized? (Start with personal views, then talk about personal experience and specific methods, and finally summarize the key points of learning.) In the process of analysis, the teacher focuses on explaining how to use logical connectives to connect ideas, such as “later”, “through this method”, “I think that” and so on, which can make the expression more coherent and logical. At the same time, the teacher emphasizes that when expressing ideas about learning, we should combine personal views with specific examples, so that the views are more convincing. Design Intention: The sample passage is a model for students to express ideas. Through the analysis of the sample, students can clearly understand how to organize ideas, use appropriate vocabulary and sentence patterns, and master the basic structure and logical connection of expressing ideas about learning. The teacher’s key explanation can help students grasp the key points of expression, avoid the problem of disorganized expression, and lay a foundation for students’ independent expression. Activity 2: Skill Explanation On the basis of sample analysis, the teacher summarizes and explains the key skills of expressing ideas about learning in English: ① Clarify the core view: Before expressing, you should first clarify your own views on the topic, so that the audience can quickly understand your main idea. ② Use specific examples: Combining personal experience or specific cases can make the view more vivid and convincing. ③ Pay attention to logical connection: Use appropriate logical connectives (such as first, then, later, however, therefore, in my opinion) to connect different parts of the expression, ensuring the fluency and rationality of the whole passage. ④ Use accurate language: Choose appropriate vocabulary and sentence patterns according to the content of expression, avoid using overly simple or incorrect expressions, and ensure the accuracy of language. In order to let students better understand these skills, the teacher gives positive and negative examples for comparison. For example, for the view “Taking notes is helpful for learning”, the negative example is: “Taking notes is helpful. It is good.” The positive example is: “In my opinion, taking notes is one of the most helpful learning methods. When we take notes in class, we can focus more on the teacher’s lecture and sort out the key points of knowledge in time. After class, reviewing notes can help us consolidate what we have learned quickly.” Through comparison, students can clearly feel the difference between good and bad expressions, and deeply understand the importance of these skills. Design Intention: Summarizing and explaining the expression skills can help students form a systematic understanding of how to express ideas about learning, and avoid blind expression. Positive and negative examples can make abstract skills more specific and intuitive, which is conducive to students’ understanding and mastery. At the same time, this link can also cultivate students’ ability of critical thinking, enabling them to judge and improve their own expressions. Step 3: Practice (Practice and Consolidation) Activity 1: Group Discussion (Cooperative Practice) The teacher divides the students into groups of 4-5, and gives each group a discussion topic. The topics are closely related to students’ learning life, such as: ① What are the difficulties you meet in learning English? How do you solve them? ② What do you think is the most important quality for a successful learner? ③ Do you think group learning is more effective than individual learning? Why or why not? ④ How can we improve our ability to learn independently? Before the discussion, the teacher asks each group to assign roles: a recorder (responsible for recording the key views of the group members), a speaker (responsible for summarizing and expressing the group’s views), and the other members are responsible for putting forward their own views and supplementing. The teacher requires that in the discussion process, students should use the vocabulary, sentence patterns and expression skills learned in this class, and pay attention to the logical connection of their expressions. The teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance for students who have difficulties in expression, such as reminding them to use appropriate logical connectives, supplementing relevant vocabulary and so on. After the discussion, each group sends a speaker to share the group’s views in class. The teacher listens carefully, records the advantages and deficiencies of each group’s expression, and makes comments after all groups have shared. The comments focus on three aspects: ① Whether the core view is clear; ② Whether the language is accurate and fluent, and whether the vocabulary and sentence patterns are used correctly; ③ Whether the logic is clear and whether the examples are specific. At the same time, the teacher affirms the advantages of each group and puts forward suggestions for improvement, such as “Your view is very clear, but you can add a specific example to make it more convincing” or “You have used a lot of good sentence patterns, but you can use more logical connectives to make the expression more coherent”. Design Intention: Group discussion is a kind of cooperative learning activity, which can provide students with more opportunities to practice expression. Assigning roles can ensure that every student participates in the activity and avoid the situation that some students do not participate. The discussion topics are close to students’ actual learning life, which can stimulate students’ enthusiasm for expression. The teacher’s on-site guidance and post-discussion comments can help students find their own deficiencies in time, and further consolidate and improve their expression ability. Activity 2: Individual Writing (Independent Practice) On the basis of group discussion, the teacher asks students to carry out individual writing practice. The writing topic is: “My Views on the Art of Learning”. The teacher requires that the writing should include the following points: ① Your core view on the art of learning; ② Specific examples or personal experiences to support your view; ③ The learning methods or suggestions you want to share. At the same time, students are required to use the vocabulary, sentence patterns and expression skills learned in this class, ensure that the logic is clear, the language is accurate and fluent, and the content is specific and substantial. In the process of writing, the teacher walks around the classroom, answers students’ questions in time, and provides guidance for students who have difficulties in writing. For example, for students who cannot clarify their core views, the teacher guides them to think about their own learning experience and find the most deeply felt point; for students who lack examples, the teacher reminds them to combine their own learning experience to supplement specific cases; for students who have problems in language expression, the teacher helps them correct grammar mistakes and choose appropriate vocabulary and sentence patterns. After the writing is completed, the teacher collects some students’ works (including excellent works and works with common problems) and presents them on the PPT. First, invite students to comment on the excellent works, analyze their advantages in view expression, language use and logic organization. Then, the teacher analyzes the works with common problems, points out the deficiencies and puts forward modification suggestions. Finally, the teacher asks students to revise their own works according to the comments and suggestions. Design Intention: Individual writing is an important link to test students’ independent expression ability. Through writing, students can comprehensively apply the vocabulary, sentence patterns and expression skills learned in this class, and further improve their ability to organize ideas and express views. The teacher’s on-site guidance can help students solve problems in the writing process in time. The display and comment of works can let students learn from each other, find their own deficiencies, and improve their writing level through revision. Activity 3: Pair Work (Interactive Practice) The teacher asks students to work in pairs. Each student reads his revised writing to his partner, and the partner gives comments and suggestions according to the following standards: ① Is the core view clear? ② Are the examples specific? ③ Is the language accurate and fluent? ④ Is the logic clear? After listening to the partner’s comments, each student revises his writing again. Then, the teacher invites 2-3 students to read their revised works in class, and makes a final comment, affirming the progress of the students and putting forward further improvement suggestions. Design Intention: Pair work can realize interactive learning between students. Through mutual comments and suggestions, students can look at their own works from a different perspective, find out the deficiencies that they have not noticed, and improve their ability of self-evaluation and mutual evaluation. The second revision can further consolidate the learning effect and improve the quality of students’ works. The final display and comment of the teacher can summarize the learning effect of this link and provide guidance for students’ future expression. Step 4: Consolidation and Extension (Consolidation and Extension) Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher presents a fill-in-the-blank exercise on the PPT. The exercise is closely related to the core vocabulary and sentence patterns of this section. For example: ① In my opinion, the most effective way to learn English is to practice ______ (speak) it every day. ② I have difficulty in ______ (memorize) new words, so I use the method of making word cards. ③ From my experience, I find that ______ (review) regularly is very helpful for learning. ④ One of the most important learning strategies is to ______ (ask) teachers for help when we have problems. ⑤ It is helpful to ______ (take) notes in class when learning math. Students complete the exercise independently, and then the teacher checks the answers and explains the key points. For example, explain the collocation of verbs after prepositions (difficulty in doing sth.), the infinitive after is (the way to do sth.), etc. Then, the teacher asks students to make a short passage with 5-8 sentences using the words and sentence patterns in the fill-in-the-blank exercise, and invites several students to share their passages. Design Intention: The fill-in-the-blank exercise can help students further consolidate the use of core vocabulary and sentence patterns, and focus on solving the key and difficult points in grammar and collocation. The short passage making activity can integrate vocabulary and sentence patterns, and improve students’ ability to comprehensively use language, which is a transition from single sentence practice to paragraph expression. Activity 2: Topic Extension The teacher introduces some famous quotes about learning in English, such as: ① “Learning is a lifelong journey.” ② “Practice makes perfect.” ③ “The best way to learn is to teach others.” ④ “Failure is the mother of success in learning.” The teacher reads the quotes aloud, explains their meanings, and asks students to discuss: “Do you agree with these quotes? Why or why not? Can you combine your own learning experience to express your views?” After the discussion, the teacher invites students to share their views. The teacher encourages students to use the expression skills learned in this class to express their views, and guides students to think deeply about the art of learning. Finally, the teacher summarizes: “Learning is a long process, and everyone has their own learning methods and experiences. By expressing our ideas about learning, we can learn from each other and make progress together. I hope you can apply the skills learned today to your daily learning and communication, and become better learners.” Design Intention: The introduction of famous quotes can enrich the content of the course, expand students’ horizons, and at the same time deepen students’ understanding of the theme of “the art of learning”. The discussion on famous quotes can further stimulate students’ thinking, improve their ability to express views and critical thinking ability. The teacher’s summary can升华 the theme of the course, guide students to apply the learned knowledge to practical life, and realize the teaching goal of “applying what they have learned”. Step 5: Summary and Homework (Summary and Assignment) Activity 1: Course Summary The teacher invites students to summarize the key points of this class. Students can summarize from the aspects of vocabulary, sentence patterns, expression skills and so on. After students’ summary, the teacher makes a final summary: “In this class, we have learned the core vocabulary and sentence patterns related to expressing ideas about learning, mastered the key skills of expressing ideas clearly and logically, and carried out a lot of practice through group discussion, individual writing and pair work. I hope you can remember these skills and apply them to your daily English communication and learning.” Design Intention: Letting students summarize the course can help them sort out the knowledge and skills learned in this class, deepen their memory and understanding, and improve their ability of induction and summary. The teacher’s final summary can supplement and improve the students’ summary, and clarify the key points and requirements of the course, helping students form a systematic knowledge framework. Activity 2: Homework Assignment The teacher assigns two types of homework: ① Basic homework: Revise the writing completed in class again, and hand it in the next class. At the same time, recite the core vocabulary and sentence patterns learned in this class, and make 5-8 sentences with them. ② Extended homework: Interview your classmates or teachers about their views on the art of learning, take notes, and write a short interview report (about 100 words), using the expression skills learned in this class. ③ Optional homework: Collect more famous quotes about learning in English, and write a short passage (about 80 words) to express your views on one of the quotes. Design Intention: The basic homework is to consolidate the knowledge and skills learned in this class, ensure that students master the core content. The extended homework can expand students’ learning space, let them apply the learned expression skills to practical communication, and improve their comprehensive language application ability. The optional homework can meet the needs of students with different learning levels, stimulate their interest in learning, and enrich their after-class learning content. Step 6: Evaluation and Feedback (Evaluation and Feedback) Activity 1: Process Evaluation During the whole teaching process, the teacher conducts comprehensive evaluation on students’ performance, including participation in group discussion, quality of individual writing, performance in pair work and class sharing, etc. The evaluation focuses on the progress of students, not just the results. For students who perform well, the teacher gives timely praise and encouragement, such as “Your expression is very clear and fluent, and you have used a lot of good sentence patterns” or “Your view is very unique and convincing”. For students who have difficulties, the teacher gives patient guidance and encouragement, such as “Don’t be afraid, try to express your views, I believe you can do it” or “You have made progress, keep working hard”. Design Intention: Process evaluation can timely reflect students’ learning status and progress, help students establish confidence in learning, and stimulate their enthusiasm for participation. Focusing on progress rather than results can protect students’ learning enthusiasm, especially for students with poor foundation, so that they can feel the care and encouragement of the teacher and enhance their motivation to learn. Activity 2: Homework Feedback In the next class, the teacher will feedback the homework of the students. For the basic homework, the teacher focuses on checking the mastery of vocabulary and sentence patterns and the revision of writing, points out the common problems and puts forward modification suggestions. For the extended homework, the teacher selects some excellent interview reports to display in class, affirms the students’ efforts and achievements, and guides other students to learn from them. For the optional homework, the teacher collects the famous quotes and passages submitted by students, and shares some excellent works in class. At the same time, the teacher asks students to reflect on their own learning, find out their own deficiencies and improvement directions, and write a short reflection (about 50 words) on their learning in this class. The teacher collects the reflection and understands the students’ learning feelings and needs, so as to adjust the teaching plan and methods in the subsequent teaching. Design Intention: Homework feedback can help students understand their own learning effect, find out their own deficiencies, and make targeted improvements. Displaying excellent works can stimulate students’ learning motivation and let them learn from each other. Asking students to reflect can cultivate their ability of self-reflection and autonomous learning, and help teachers understand the teaching effect and adjust the teaching strategy in time, so as to improve the quality of teaching. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $