Unit 2 Exploring English-Presenting ideas 教案-2025-2026学年高中英语外研版必修第一册

Language Ability: Students master key words and sentence patterns for expressing ideas, and improve their oral and written expression skills in English.

Cultural Awareness: They understand the diversity of English and the cultural connotation behind it, respect cultural differences and enhance cultural confidence.

Thinking Quality: They develop logical thinking through organizing and presenting ideas, and critical thinking through evaluating different learning methods.

Learning Ability: They cultivate autonomous and cooperative learning habits, and master effective strategies for English learning and idea presentation.

Key Points: Mastering key vocabulary and sentence patterns for presenting ideas in English; being able to clearly and logically express personal views on English learning methods through oral presentation.

 Difficult Points: Using appropriate connecting words to ensure the coherence and fluency of expression; integrating unit knowledge into practical presentation; overcoming nervousness and expressing ideas confidently in public English.

Step 1: Lead-in (导入)

The teacher starts the class by showing a short video about different English learning methods, such as changing mobile phone language to English, doing voice-over for English films, and participating in English corners. After playing the video, the teacher asks students two questions: “What English learning methods did you see in the video?” and “What English learning methods do you usually use? Do you think they are effective?”. Then, invite 3-4 students to share their answers in simple English. After the sharing, the teacher summarizes: “Today, we will learn how to present our creative English learning ideas clearly and logically, and show our thoughts to others in English. This is the core content of Presenting ideas in this unit.”

Design Intention: The short video is intuitive and interesting, which can quickly attract students' attention and arouse their interest in the topic of English learning methods. By asking questions and inviting students to share, the teacher can activate students' prior knowledge and experience, help them connect their daily English learning with the teaching content of this lesson, lay a foundation for the subsequent group discussion and idea presentation, and also create a relaxed and active classroom atmosphere, reducing students' anxiety about speaking English in public.

Step 2: Language Input (语言输入)

First, the teacher presents the key vocabulary and sentence patterns needed for presenting ideas on the blackboard or multimedia courseware, including core vocabulary such as “creative”, “effective”, “practical”, “propose”, “suggest”, “benefit”, “improve”, and common sentence patterns such as “In my opinion, the best way to learn English is...”, “I suggest we... because...”, “This method can help us...”, “On the one hand, ...; on the other hand, ...”, “In conclusion, ...”. For each word and sentence pattern, the teacher gives simple and easy-to-understand examples combined with English learning

scenarios, such as “In my opinion, the best way to learn English is to read English newspapers every day, because it can improve our reading ability and expand our vocabulary.”

Then, the teacher plays a sample audio of idea presentation. The audio content is a student's introduction to his creative English learning method: “Hello, everyone. Today, I want to introduce my English learning method—watching English cartoons. First of all, English cartoons are interesting and can make us feel relaxed while learning. Secondly, the language in cartoons is simple and colloquial, which is easy for us to understand and remember. Finally, watching cartoons can help us improve our listening and speaking skills. I think this is a practical and effective way to learn English.” After playing the audio twice, the teacher asks students to repeat the key sentences and analyze the structure of the sample: introduction of the method → reasons and benefits → conclusion.

Next, the teacher organizes students to do a pair work exercise. Each pair chooses one English learning method, uses the key words and sentence patterns learned to make a short dialogue, introducing the method and its benefits. During the pair work, the teacher walks around the classroom, observes students' performance, and provides timely guidance for students who have difficulties in expression, such as reminding them to use appropriate connecting words or correcting their wrong sentence structures.

Design Intention: Language input is the foundation of language output. By presenting key vocabulary and sentence patterns, the teacher provides students with the necessary language tools for idea presentation, helping them solve the problem of “what to say” and “how to say” in English. The sample audio and analysis can help students understand the structure and logic of idea presentation, enabling them to have a clear framework for their own presentation. Pair work can provide students with more opportunities to practice speaking, help them consolidate the learned language knowledge, and build their confidence in speaking English.

Step 3: Group Discussion (小组讨论)

The teacher divides the students into groups of 4-5, and assigns the group task: “Work in groups to discuss creative English learning methods, list at least 3 methods, and discuss the reasons why these methods are effective and how to implement them. Then, select one most creative method from your group, and prepare a 3-5 minute group presentation. Each member of the group should participate in the preparation and presentation, and assign roles reasonably, such as host, speaker, and responder.”

Before the group discussion, the teacher puts forward specific requirements: 1. All members should actively participate in the discussion and express their own opinions; 2. Use English as much as possible during the discussion, and use Chinese only when necessary; 3. Record the key points of the discussion, such as the learning methods, reasons, and implementation steps; 4. Ensure that the selected method is creative, practical, and closely related to the unit theme of “Exploring English”;

During the group discussion, the teacher acts as a guide and helper. For groups that have no ideas, the teacher gives appropriate hints, such as “Can we combine English with our hobbies, like music, sports or painting?”; for groups that have chaotic discussions, the teacher helps them sort out their ideas and guide them to focus on the key points; for students who are reluctant to speak English, the teacher encourages them to try to express their opinions in simple English, and affirms their efforts and progress. At the same time, the teacher reminds students to use the key words and sentence patterns learned in the previous link, and pay attention to the logic and coherence of the discussion.

After the discussion, each group sends a representative to briefly report the group's discussion results, including the selected learning method and the main reasons, so that the teacher can understand the situation of each group and provide targeted guidance for the subsequent presentation.

Design Intention: Group discussion is an important link to cultivate students' cooperative learning ability and thinking quality. Through group cooperation, students can exchange ideas, complement each other's strengths, and put forward more creative learning methods. Assigning roles reasonably can ensure that each student participates in the activity, avoid the