Unit 4 Friends Forever-Presenting ideas 教案-2025-2026学年高中英语外研版必修第一册

Unit 4 Friends Forever-Presenting ideas 内容导航 This section centers on expressing views on friendship, guiding students to discuss, organize ideas, and deliver clear speeches on the value and maintenance of friendship, integrating language output with emotional reflection. 教学目标和重难点 1. 教学目标 Students master friendship-related vocabulary and discourse structures to improve oral expression. They analyze friendship values critically, form rational views. They understand cross-cultural friendship perceptions to enhance communicative awareness. They reflect on friendship, cherish bonds, and shape positive interpersonal qualities. 2. 教学重难点 Key points: Mastering expression structures, organizing coherent speeches, using proper words to state views on friendship. Difficult points: Delivering logical and fluent speeches with emotional depth, expressing personal insights clearly, and responding to others’ ideas appropriately in communication. 教学过程 Step 1 Lead-in: Activate Prior Knowledge Teacher shows short video clips about warm friendship moments and asks two questions: What touches you most in the video? What does friendship mean to you? Students share personal experiences freely.Design Intent: Create a relaxed atmosphere, connect students’ life experiences to the friendship theme, stimulate expression desire, and lay emotional and topic foundation for the following activities. Teacher leads students to recall key words and sentences about friendship learned in previous periods, such as trust, support, understanding, loyal, etc. Students read and recite together, and make simple sentences with these words.Design Intent: Review old knowledge to consolidate language input, ensure students have adequate vocabulary and sentence patterns for subsequent expression, and reduce language obstacles in output. Teacher introduces the task of this class: Today we will discuss deeper views on friendship, organize our thoughts systematically, and deliver short speeches to present our ideas clearly. Students clarify the learning task and goal.Design Intent: Make students aware of the core task of Presenting ideas, clarify learning objectives, and enhance their sense of direction and purpose in class learning. Step 2 Pre-presentation: Input and Organize Ideas Teacher presents two opposite views on friendship from the textbook: View 1: True friendship means agreeing with each other all the time. View 2: True friendship allows different opinions and even gentle arguments. Teacher asks students to read the two views carefully and understand their meanings.Design Intent: Provide clear discussion topics, guide students to focus on core issues of friendship, avoid scattered thinking, and provide a clear starting point for idea generation. Teacher divides students into groups of four, assigns group roles: discussion leader, note-taker, speaker, and commentator. Groups discuss which view they agree with and list reasons. Teacher walks around to guide, encourage students to combine personal stories, and remind them to use learned words and sentences.Design Intent: Cultivate students’ cooperative learning ability, clarify roles to improve discussion efficiency, guide students to combine theory with life, and enrich the depth of viewpoints while practicing language application. After group discussion, teacher guides each group to sort out discussion results into clear outline structure: Opening (state your view), Body (list 2-3 reasons with examples), Ending (summarize and emphasize the meaning of friendship). Teacher provides a simple outline template on the blackboard.Design Intent: Teach students basic speech structure, help them organize scattered ideas logically, improve the coherence and integrity of expression, and lay a framework for formal presentation. Teacher selects typical outline examples from groups, displays them on the screen, and leads the whole class to analyze strengths and areas for improvement. Students put forward suggestions and revise their own outlines accordingly.Design Intent: Through demonstration and mutual evaluation, let students master outline optimization methods, learn from each other, and improve the rationality and richness of their own expression frameworks. Step 3 While-presentation: Practice and Improve Expression Teacher first demonstrates a standard short speech based on one view, emphasizing pronunciation, intonation, logical connection words, and body language. Students listen carefully and observe the presentation skills.Design Intent: Provide intuitive language and performance models, let students perceive standardized oral expression, clarify presentation requirements, and reduce anxiety in independent expression. Teacher explains key expression skills: use connection words like first, besides, in a word to make logic clear; adjust speaking speed and stress for key points; use proper eye contact and gestures to enhance communication effect. Students take notes and imitate simple sentences.Design Intent: Teach practical oral expression skills, focus on both language content and presentation form, improve students’ comprehensive oral output ability, and meet the requirements of Presenting ideas. Groups conduct internal speech practice: each student delivers a short speech according to their revised outline, and other members give feedback on content, logic, and pronunciation. Teacher provides targeted guidance for students with difficulties.Design Intent: Create a low-pressure practice environment, let students gain expression experience, get timely feedback, promote mutual help among peers, and enhance confidence in formal presentation. Teacher organizes class presentation: each group sends a representative to deliver a speech in front of the class. Other students listen carefully and take simple notes. Teacher maintains class order and controls the presentation process.Design Intent: Build a platform for students to show their learning results, exercise their public speaking ability, and let students experience the sense of achievement of language output, stimulating learning motivation. Step 4 Post-presentation: Evaluation and Deepen Thinking After each representative’s speech, teacher guides the class to conduct multi-dimensional evaluation: Is the view clear? Are the reasons sufficient? Is the expression fluent? Is the body language appropriate? Students speak freely and give objective comments.Design Intent: Cultivate students’ critical thinking and evaluation ability, let them learn to appreciate others’ strengths and reflect on their own shortcomings, and improve expression ability through mutual evaluation. Teacher summarizes all speeches, affirms students’ progress and highlights, points out common problems and improvement directions, and emphasizes the positive significance of rational view expression and respectful communication.Design Intent: Conduct comprehensive feedback, consolidate students’ learning gains, correct expression errors, guide students to attach importance to civilized communication, and integrate emotional education into language learning. Teacher raises deep thinking questions: How can we maintain long-term friendship in real life? How to balance agreement and difference with friends? Students discuss in pairs and share ideas freely.Design Intent: Expand the theme of friendship beyond language expression, guide students to connect classroom learning with real life, deepen their understanding of friendship, and realize the integration of language learning and moral education. Teacher leads students to summarize key vocabulary, sentence patterns, and speech structures learned in this class. Students take notes and sort out knowledge points to form a complete knowledge system.Design Intent: Help students sort out and consolidate classroom knowledge, strengthen memory of language points and expression skills, and improve knowledge systematization and application ability. Step 5 Homework: Extend and Consolidate Learning Teacher assigns layered homework: Basic task: Write down the speech draft revised in class and read it fluently. Improved task: Interview parents or friends about their views on friendship and organize a short speech. Challenging task: Design a short dialogue about resolving friendship conflicts with partners.Design Intent: Set layered homework to meet different learning levels, consolidate classroom learning effects through after-class practice, extend language output to after-class life, and improve students’ comprehensive language application ability. Teacher reminds students to complete homework carefully and encourages them to actively communicate and share in the next class. Students confirm homework requirements and end the class with a positive attitude.Design Intent: Clarify after-class learning tasks, stimulate students’ enthusiasm for independent learning, and connect classroom learning with after-class exploration to form a complete learning chain. 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 $