Unit 3 Shaping The World-Expressing Your Ideas 教案-2025-2026学年高中英语人教版选修第三册

Unit 3 Shaping The World-Expressing Your Ideas 内容导航 This section centers on the theme of "Shaping The World" and focuses on guiding students to express their ideas effectively in English. It connects with the unit’s core topics such as environmental protection, cultural communication and global cooperation, providing rich language materials and practical activities. Students will learn and master key expressions, sentence patterns and logical thinking methods for expressing views, and practice expressing personal opinions, suggestions and attitudes in real contexts, so as to improve their comprehensive English expression ability and apply what they have learned to practice. It also infiltrates the concept of global citizenship and guides students to think about their own role in shaping the world. 教学目标和重难点 1. 教学目标 Language Competence: Master key vocabulary and sentence patterns for expressing ideas, and be able to express views, suggestions and attitudes clearly and logically in oral and written English. Cultural Awareness: Understand the differences and commonalities of idea expression in different cultures, respect cultural diversity, and establish a sense of global citizenship. Thinking Quality: Cultivate critical thinking and logical reasoning ability, be able to analyze and evaluate different views, and put forward their own rational opinions. Learning Ability: Develop autonomous learning and cooperative inquiry ability, master effective learning strategies for expressing ideas, and form the awareness of lifelong learning. 2. 教学重难点 Key Points: Master core vocabulary (such as propose, advocate, argue, convince) and sentence patterns for expressing ideas; be able to express personal views clearly and coherently in oral and written forms; grasp the logical structure of idea expression (putting forward views, giving reasons and providing examples). Difficult Points: Using appropriate connecting words to ensure the logical fluency of expression; adjusting the way of expression according to different contexts and audiences; combining specific cases to support views and enhancing the persuasiveness of expression; avoiding Chinglish and ensuring the accuracy and naturalness of language. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Interest Activity 1: Warm-up Discussion. The teacher starts with a question closely related to students’ daily life and the unit theme: “What can we do as senior high school students to shape a better world?” Then, the teacher invites students to freely express their opinions in simple English. During the process, the teacher guides students to use basic expressions such as “I think...”, “In my opinion...”, and “I suggest that...”, and writes down the key words and simple sentences mentioned by students on the blackboard, such as “protect the environment”, “help others”, “promote cultural communication”, “I think we should plant more trees”, “In my opinion, we should respect different cultures”. Design Intention: The warm-up discussion closely connects the theme of “Shaping The World” with students’ real life, which can quickly activate students’ prior knowledge and English expression experience. By asking open questions, it can stimulate students’ thinking and participation enthusiasm, let students initially experience the scenario of expressing ideas in English, and lay a foundation for the subsequent in-depth study. At the same time, recording key words and sentences can help students sort out their ideas and provide language support for those students with weak expression ability. Activity 2: Theme Introduction. The teacher shows pictures or short videos about “shaping the world”, including scenes of environmental protection actions, cross-cultural communication activities, global cooperation projects, etc. Then, the teacher says: “These pictures and videos show different ways people shape the world. Today, we will learn how to express our own ideas clearly, logically and persuasively in English, so that our voices can be heard and contribute to shaping a better world. This is the core content of our lesson — Expressing Your Ideas.” Design Intention: Using audio-visual materials can make the abstract theme of “Shaping The World” more specific and intuitive, help students deeply understand the connotation of the theme, and arouse their sense of responsibility and mission. By clarifying the teaching objectives of the lesson, students can clearly know what they will learn and what abilities they will improve, so as to enhance their learning pertinence and initiative. Step 2: Presentation — Master Key Language Points and Expression Methods Activity 1: Vocabulary Learning. The teacher presents the core vocabulary of this section, including verbs (propose, advocate, argue, convince, suggest), nouns (proposal, argument, viewpoint, persuasion), adjectives (persuasive, reasonable, practical) and phrases (put forward, in favor of, oppose to, on the one hand... on the other hand...). For each word and phrase, the teacher explains its meaning, usage and collocation, and gives example sentences closely related to the theme of “Shaping The World”. For example: Propose (v.): to put forward a plan, suggestion, etc. Example: We propose that we should strengthen environmental protection to shape a greener world. Advocate (v.): to publicly support or recommend something. Example: Many experts advocate that everyone should reduce carbon emissions in daily life. Argue (v.): to give reasons for or against something. Example: Some people argue that technology can help us solve environmental problems, while others hold the opposite view. Convince (v.): to make someone believe that something is true or that something should be done. Example: We need to convince more people to join in the action of protecting wild animals. After explaining, the teacher asks students to make sentences with the new words and phrases, and invites several students to share their sentences in class. The teacher corrects the mistakes in pronunciation, grammar and collocation in time, and affirms the correct and good sentences. Design Intention: Vocabulary is the foundation of language expression. By focusing on teaching core vocabulary related to “expressing ideas” and combining with the unit theme to give example sentences, students can not only master the usage of vocabulary, but also connect vocabulary learning with the theme, laying a solid language foundation for subsequent expression practice. Letting students make sentences independently and share them can test their mastery of vocabulary, enhance their memory and application ability, and also create more opportunities for students to express themselves in English. Activity 2: Sentence Pattern Learning. The teacher sorts out and presents the key sentence patterns for expressing ideas, which are divided into three categories: putting forward views, giving reasons and providing examples, and expressing suggestions and suggestions. 1. Putting forward views: - In my opinion / From my point of view, ... - As far as I am concerned, ... - I hold the view that ... - I firmly believe that ... - It seems to me that ... 2. Giving reasons and providing examples: - The reason why ... is that ... - First of all / To begin with, ... Besides / In addition, ... Finally / Last but not least, ... - For example / For instance, ... - Take ... as an example, ... - This is because ... 3. Expressing suggestions and advice: - I suggest / advise that ... (should) do ... - It is suggested that ... (should) do ... - We’d better do ... - It is a good idea to do ... - We should / ought to do ... The teacher explains the usage and characteristics of each sentence pattern, and combines with the theme of “Shaping The World” to give example dialogues or short paragraphs. For example: “As far as I am concerned, we should promote cultural exchange to shape a more harmonious world. The reason why I hold this view is that cultural exchange can help us understand different cultures and reduce misunderstandings. For instance, we can hold cultural festivals in our school to show the cultures of different countries.” Then, the teacher organizes students to practice the sentence patterns in pairs. Each pair chooses one of the topics related to “Shaping The World” (such as environmental protection, cultural communication, youth responsibility) and uses the learned sentence patterns to make a short dialogue. After the practice, the teacher invites 2-3 pairs to perform their dialogues in class, and comments on their performance, focusing on the correct use of sentence patterns and the fluency of expression. Design Intention: Sentence patterns are the framework of language expression. By classifying and teaching key sentence patterns for expressing ideas, students can master the standardized way of expression, avoid random expression and improve the logicality and fluency of expression. Pair practice can increase students’ practice opportunities, let them apply the learned sentence patterns in real communication scenarios, and enhance their oral expression ability. The teacher’s comments can help students find their own shortcomings and further consolidate the mastery of sentence patterns. Activity 3: Logical Structure Guidance. The teacher tells students that expressing ideas clearly and persuasively not only requires mastering vocabulary and sentence patterns, but also needs a clear logical structure. Then, the teacher introduces the basic logical structure of expressing ideas: “Putting forward views — Giving reasons and providing examples — Summarizing and emphasizing views”. The teacher takes a short paragraph as an example to analyze its logical structure: “As far as I am concerned, we should take action to protect the environment to shape a better world. First of all, the environment is closely related to our health. Polluted air and water will do great harm to our bodies. For example, many people suffer from respiratory diseases because of air pollution. Besides, protecting the environment is the responsibility of every citizen. If everyone takes a small action, such as saving water and electricity, we can make a big difference to the world. In conclusion, protecting the environment is essential for shaping a sustainable world, and we should start from ourselves.” After the analysis, the teacher guides students to find out the part of putting forward views, giving reasons and examples, and summarizing views in the paragraph, and explains how the connecting words (first of all, besides, in conclusion) play a role in connecting the context and ensuring logical fluency. Then, the teacher gives another topic, and asks students to try to sort out the logical structure of expressing ideas according to the above framework. Design Intention: Logical thinking is an important part of thinking quality. By guiding students to master the basic logical structure of expressing ideas, we can help them sort out their thinking, make their expression more organized and persuasive, and avoid the confusion of ideas and disjointed expression. Taking specific paragraphs as examples for analysis can make the abstract logical structure more concrete and easy for students to understand and master. Letting students try to sort out the logical structure independently can cultivate their logical reasoning ability and lay a foundation for subsequent writing and speaking practice. Step 3: Practice — Consolidate and Apply, Improve Expression Ability Activity 1: Group Discussion — Express Views on Specific Topics. The teacher divides students into groups of 4-5, and assigns each group a specific topic related to “Shaping The World”. The topics are as follows: 1. What can senior high school students do to reduce carbon emissions and help shape a low-carbon world? 2. How can we promote cross-cultural communication and build a harmonious world? 3. What responsibilities should teenagers take to shape a better future world? 4. How can technology help us shape a more convenient and sustainable world? Before the discussion, the teacher puts forward the requirements: Each member of the group should express their own views, use the learned vocabulary, sentence patterns and logical structure; during the discussion, they should listen to each other’s opinions, ask questions and put forward their own suggestions; after the discussion, each group should select a representative to summarize the group’s views and prepare to report to the whole class. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, guides students who have difficulties in expression, reminds students to use the learned language points and logical structure, and encourages students to actively participate in the discussion, express their own views boldly, and listen to the opinions of others patiently. After the discussion, each group’s representative reports the group’s views in class. After each representative’s report, the teacher invites other students to ask questions or put forward different views, and organizes the whole class to have a brief discussion. Finally, the teacher comments on the performance of each group, affirming the advantages (such as correct use of vocabulary and sentence patterns, clear logical structure, active participation) and pointing out the deficiencies (such as inappropriate expression, unclear logic, lack of examples), and gives guidance and suggestions. Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and oral expression ability. By assigning specific topics closely related to the unit theme, students can apply the learned language knowledge and expression methods to practice, and deepen their understanding of the theme of “Shaping The World”. Letting each student participate in the discussion can ensure that every student has the opportunity to express themselves, and cultivate their sense of cooperation and communication ability. The teacher’s guidance and comments can help students further improve their expression ability and correct their mistakes in time. Activity 2: Individual Practice — Short Paragraph Writing. On the basis of group discussion, the teacher asks students to choose one of the topics discussed in the group, or choose a topic they are interested in related to “Shaping The World”, and write a short paragraph (about 80-100 words) to express their own views. The requirements are: 1. Clear views; 2. Complete logical structure (putting forward views, giving reasons and examples, summarizing views); 3. Correct use of the learned vocabulary and sentence patterns; 4. Accurate grammar and natural expression. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out their ideas, reminding them of the use of vocabulary and sentence patterns, and correcting grammar mistakes. For students with good writing ability, the teacher encourages them to use more complex sentence patterns and rich vocabulary to improve the quality of their writing. After the writing, the teacher collects some students’ works (including excellent works and works with common problems), displays them on the blackboard or multimedia, and comments on them. For excellent works, the teacher affirms their advantages and invites the students to share their writing ideas; for works with problems, the teacher guides students to find out the problems together and correct them, so that all students can learn from each other and make progress together. Design Intention: Writing practice is an important way to consolidate students’ language knowledge and improve their written expression ability. On the basis of group discussion, students have a clear understanding of the topic and ideas, which can reduce the difficulty of writing. The requirements of writing are closely combined with the key points of the lesson, which can test students’ mastery of vocabulary, sentence patterns and logical structure. The teacher’s individual guidance can take care of students at different levels, and the comment on students’ works can let students find their own advantages and shortcomings, and improve their written expression ability in mutual learning. Activity 3: Debate Activity — Deepen Understanding and Improve Persuasive Expression. The teacher divides students into two groups: the affirmative group and the negative group, and sets a debate topic closely related to the unit theme: “Technology is the main force in shaping the world” (affirmative) vs. “Human beings’ awareness and actions are the main force in shaping the world” (negative). Before the debate, the teacher explains the rules of the debate: 1. The affirmative group and the negative group take turns to speak, including opening statement, argumentation, counterargument and closing statement; 2. Each speaker should express their views clearly, use sufficient reasons and examples to support their views, and use the learned vocabulary and sentence patterns; 3. During the debate, they should listen to the opponent’s views carefully, find out the loopholes and refute them; 4. The language should be polite and standardized, and avoid impolite words. Then, the teacher gives students a certain time to prepare for the debate. During the preparation, the students in each group discuss together, sort out their own arguments and examples, and arrange the speakers. The teacher walks around to provide guidance for the two groups, such as helping them sort out their arguments, reminding them to use the learned expression methods and logical structure, and encouraging them to collect relevant examples to enhance the persuasiveness of their arguments. During the debate, the teacher acts as the host and referee, guides the debate to proceed in an orderly manner, reminds students to abide by the debate rules, and records the key points and excellent expressions of both sides. After the debate, the teacher comments on the performance of both sides, affirming the advantages of both sides (such as clear arguments, sufficient examples, fluent expression) and pointing out the deficiencies (such as insufficient refutation, unclear logic, inappropriate use of language), and summarizes the debate topic, guiding students to realize that technology and human beings’ awareness and actions are closely related and jointly promote the shaping of the world. Design Intention: The debate activity can not only consolidate the learned language knowledge and expression methods, but also cultivate students’ critical thinking ability, logical reasoning ability and persuasive expression ability. By setting controversial topics, it can stimulate students’ thinking, let them think deeply about the theme of “Shaping The World”, and deepen their understanding of the theme. The debate activity also can cultivate students’ ability to listen to others’ opinions and respond flexibly, and enhance their sense of competition and cooperation. Step 4: Consolidation and Extension — Expand Vision and Strengthen Application Activity 1: Language Consolidation — Error Correction. The teacher presents some sentences with common mistakes in expressing ideas, which are related to the vocabulary, sentence patterns and grammar learned in this lesson. For example: 1. I suggest we to protect the environment. (Error: suggest that... should do, or suggest doing) 2. The reason why I agree is because it can help us shape a better world. (Error: the reason why... is that...) 3. In my opinion, we can do nothing to change the world. (Inconsistent with the theme, lack of positive guidance) 4. We should advocate people to reduce waste. (Error: advocate doing sth. or advocate sb. to do sth. is incorrect; should be advocate that sb. (should) do sth.) The teacher asks students to correct the mistakes in groups, and after the correction, invites each group to share their correction results and explain the reasons. The teacher summarizes the common mistakes and emphasizes the key points of correct expression, helping students avoid making similar mistakes in the future. Design Intention: Error correction is an effective way to consolidate students’ language knowledge and improve their ability to use language correctly. By collecting common mistakes in expressing ideas, students can clearly know the easy-to-make mistakes in vocabulary, sentence patterns and grammar, and deepen their mastery of the correct usage. Group error correction can let students discuss and learn from each other, and improve their ability to find and correct mistakes. Activity 2: Theme Extension — Watch and Comment. The teacher plays a short English video about “young people shaping the world”, which tells the stories of young people from all over the world who have made efforts to protect the environment, promote cultural exchange and help vulnerable groups. After watching the video, the teacher asks students to express their feelings and views in English, such as “What do you think of the young people in the video?”, “What can we learn from them?”, “How can we follow their example to shape the world?”. Students can express their views freely, and the teacher guides them to use the learned vocabulary, sentence patterns and logical structure, and encourages them to put forward their own plans and commitments. For example, “I am deeply moved by the young people in the video. They use their own actions to make the world a better place. I plan to join the school’s environmental protection club to protect the environment around us.” Design Intention: The theme extension activity connects the classroom learning with the real world, lets students see the practical examples of young people shaping the world, which can not only enhance their sense of responsibility and mission, but also provide more real and vivid materials for their English expression. Letting students express their feelings and views can further consolidate the learned expression methods, and also infiltrate moral education, guiding students to establish a positive outlook on life and values. Activity 3: Homework Arrangement. The teacher assigns two types of homework: 1. Written homework: Write a short essay (about 120-150 words) with the title “My Role in Shaping the World”. The requirements are the same as the short paragraph writing in class, and it is required to combine their own actual situation, put forward specific views and actions. 2. Oral homework: Practice expressing their own views on the topic of “Shaping The World” with their partners, and record the conversation (about 2-3 minutes), which will be shared in the next class. 3. Extended homework: Collect English materials about “shaping the world” (such as news, articles, stories), and extract the key vocabulary and sentence patterns, which will be shared in the next class. Design Intention: Homework is an important part of teaching, which can help students consolidate the knowledge and skills learned in class and extend the learning effect. Written homework can further improve students’ written expression ability and let them combine their own actual situation to think about their role in shaping the world. Oral homework can increase students’ oral practice opportunities and improve their oral expression ability. Extended homework can expand students’ vision, accumulate more language materials, and lay a foundation for subsequent learning. Step 5: Summary and Reflection — Sort Out Knowledge and Improve Learning Ability Activity 1: Classroom Summary. The teacher guides students to summarize the key content of this lesson together: 1. The core vocabulary and sentence patterns for expressing ideas; 2. The logical structure of expressing ideas (putting forward views, giving reasons and examples, summarizing views); 3. The methods and skills of expressing ideas in oral and written forms. The teacher supplements and improves the students’ summary, and emphasizes the key and difficult points of this lesson, helping students sort out the knowledge system and deepen their memory. Design Intention: Letting students summarize the classroom content independently can cultivate their ability to sort out and summarize knowledge, and help them form a systematic understanding of the knowledge learned in this lesson. The teacher’s supplement and emphasis can help students grasp the key and difficult points, and consolidate the learning effect. Activity 2: Learning Reflection. The teacher asks students to reflect on their own learning situation in this lesson, and think about the following questions: 1. What have I learned in this lesson? 2. What are my advantages in expressing ideas? 3. What are my shortcomings (such as insufficient vocabulary, incorrect use of sentence patterns, unclear logic)? 4. What should I do to improve my ability of expressing ideas in English? Students can write down their reflections in their exercise books, and some students can be invited to share their reflections in class. The teacher listens to students’ reflections carefully, gives affirmation and encouragement to students with positive reflections, and provides targeted guidance and suggestions for students with shortcomings, helping them clarify their learning direction and improve their learning ability. Design Intention: Learning reflection is an important way to improve students’ learning ability. By guiding students to reflect on their own learning situation, they can clearly know their own advantages and shortcomings, and form the awareness of autonomous learning and self-improvement. The teacher’s guidance and suggestions can help students solve their learning difficulties and improve their learning efficiency. Activity 3: Emotional sublimation. The teacher makes a final summary: “Shaping the world is not the responsibility of a few people, but the responsibility of every one of us. As senior high school students, we should not only master the ability of expressing ideas in English, but also establish a sense of global citizenship, take action from ourselves, use our own words and deeds to influence others, and contribute our own strength to shaping a better world. I believe that as long as we work together, we can make the world a more beautiful place.” Design Intention: Emotional sublimation combines language teaching with moral education, which can enhance students’ sense of responsibility and mission, guide them to connect their own learning with the future of the world, and stimulate their enthusiasm for learning and positive attitude towards life. It also echoes the theme of the unit “Shaping The World” and achieves the goal of integrating knowledge, ability and emotion. 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 $