Unit 2 Making a Difference-Presenting ideas 教案-2025-2026学年高中英语外研版必修第三册

Unit 2 Making a Difference-Presenting ideas 内容导航 This section centers on "presenting ideas" based on the unit theme "Making a Difference". It guides students to integrate what they’ve learned, put forward practical suggestions to solve real problems, practice oral and written presentation skills, and internalize the awareness of making positive changes to society. 教学目标和重难点 1. 教学目标 Language Competence: Master expressions for presenting ideas and improve oral/written presentation ability. Thinking Quality: Cultivate critical and creative thinking by analyzing problems and putting forward reasonable suggestions. Cultural Awareness: Understand the etiquette of presenting ideas in different cultures and enhance cross-cultural communication sensitivity. Learning Ability: Develop autonomous and cooperative learning skills through group discussions and presentations to achieve knowledge application and migration. 2. 教学重难点 Key Points: Master core sentence patterns for presenting ideas (e.g., "I suggest that...", "It would be better if...") and the structure of idea presentation (introduction, arguments, conclusion). Difficult Points: Distinguish formal and informal expressions in different scenarios, apply critical thinking to put forward in-depth and feasible suggestions, and use transition words to ensure coherent and logical presentation. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a brainstorming activity. First, show students pictures and short videos about common campus or social problems, such as food waste in the canteen, insufficient recycling of garbage, and the difficulty of students’ after-school study guidance. Then, ask open-ended questions in English: “What problems have you found in our campus or daily life? How would you solve these problems? What words or sentences would you use to put forward your suggestions?” Encourage students to speak freely, and write down the key words and sentences they mention on the whiteboard, such as “suggest”, “advise”, “propose”, “I think we should...”, “Maybe we can...”. After 5 minutes of free discussion, invite 2-3 students to share their ideas with the whole class, and give positive comments, such as “Your idea is very practical” and “You used a good sentence to express your suggestion”. Design Intention: This lead-in activity is closely combined with students’ real life, which can quickly arouse their learning interest and enthusiasm. By brainstorming, students can review the existing language knowledge related to presenting ideas, lay a foundation for the new lesson, and at the same time guide them to pay attention to the surrounding problems, which is consistent with the unit theme of “Making a Difference” and helps to cultivate their sense of social responsibility. Step 2: Presentation (Language Input and Skill Guidance) 2.1 Text Analysis and Language Point Learning The teacher guides students to read the sample passage in the Presenting ideas section of the textbook. First, ask students to read the passage quickly and answer the following questions: “What is the main topic of the passage? What suggestions does the author put forward? What is the structure of the passage?” After students finish reading, organize a class discussion to check their understanding. Then, analyze the passage in detail: the first paragraph is the introduction, which puts forward the problem (environmental pollution in the community); the middle paragraphs list specific suggestions (reducing plastic use, setting up recycling bins, organizing environmental protection activities); the last paragraph is the conclusion, which calls on everyone to take action. Through this analysis, students can clearly understand the basic structure of idea presentation. Next, focus on explaining the key language points in the passage. First, explain the core verbs and phrases for presenting ideas, such as “suggest”, “recommend”, “propose”, “put forward”, “come up with”, and illustrate their usage with examples. For example, “suggest” can be followed by a that-clause (the subjunctive mood “should + verb原形” is usually used, and “should” can be omitted), such as “I suggest that we (should) hold an environmental protection lecture.”; “recommend” can be used in the structure “recommend doing sth.” or “recommend sb. to do sth.”, such as “I recommend organizing a clean-up activity.” Then, explain the sentence patterns for presenting suggestions, such as “It would be beneficial to...”, “It is a good idea to...”, “We’d better...”, “If we..., we will...”. The teacher gives more examples to help students understand the differences in formality and usage scenarios of these sentence patterns: formal expressions such as “I propose that...” are suitable for written presentation or formal speech, while informal expressions such as “Maybe we can...” are suitable for daily discussions. Finally, explain the transition words and phrases used in the passage, such as “firstly”, “secondly”, “besides”, “in addition”, “finally”, “therefore”. These words can help students connect their ideas logically and make the presentation more coherent. The teacher asks students to find other transition words in the passage and discuss their functions. Design Intention: Text analysis helps students grasp the structure of idea presentation and understand how to organize ideas systematically. The explanation of language points focuses on the core knowledge needed for presenting ideas, which provides a solid language foundation for students’ subsequent output. By distinguishing formal and informal expressions and transition words, students can use language more accurately and appropriately, improving their language competence. 2.2 Model Presentation and Skill Summary The teacher makes a model presentation based on the sample passage and the key language points learned. The presentation topic is “How to Improve Our Study Efficiency”, which is closely related to students’ study life. During the presentation, the teacher pays attention to the use of the learned sentence patterns and transition words, maintains a natural tone and appropriate body language, and clearly presents the structure of “introduction-problems-suggestions-conclusion”. After the model presentation, the teacher summarizes the key skills of presenting ideas: 1. Clear structure: Make sure the introduction puts forward the topic, the body part lists specific and feasible suggestions with supporting details, and the conclusion summarizes and calls for action. 2. Accurate language: Use appropriate verbs, sentence patterns and transition words to ensure the accuracy and fluency of expression. 3. Appropriate expression: Adjust the formality of language according to the audience and scenario, and use natural body language and intonation to enhance the persuasiveness of the presentation. Then, the teacher plays a short video of a student’s presentation, asks students to watch carefully and evaluate it according to the above skills, pointing out its advantages and areas for improvement. For example, “The student used many transition words, which made the presentation very coherent, but he forgot to give specific details to support his suggestions.” Design Intention: The model presentation by the teacher provides a clear example for students, making it easier for them to understand and imitate the skills of presenting ideas. The evaluation of the student’s presentation in the video can guide students to master the evaluation standards, and at the same time help them find their own potential problems in advance, laying a foundation for their own presentation practice. Step 3: Practice (Guided Practice and Cooperative Learning) 3.1 Individual Guided Practice The teacher assigns an individual practice task: Ask students to choose a small problem around them (such as campus food waste, insufficient extracurricular reading time, difficulty in communicating with parents, etc.), write a short presentation script (about 80-100 words) using the learned language points and structure. The teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them determine the topic, sort out ideas, or correct incorrect sentence patterns. During the practice, the teacher focuses on checking whether students can use the core sentence patterns and transition words correctly, whether the structure of the script is clear, and whether the suggestions are feasible. For students who have made obvious progress, the teacher gives timely praise to enhance their confidence; for students who have errors, the teacher guides them to correct them independently, cultivating their autonomous learning ability. After the practice, invite 3-4 students to read their scripts aloud, and organize the whole class to evaluate them according to the presentation skills summarized earlier. The teacher makes a final comment, affirming the advantages of each student and putting forward targeted improvement suggestions, such as “Your script has a clear structure, but you can add more specific details to make your suggestions more persuasive.” Design Intention: Individual guided practice allows each student to apply the learned knowledge independently, which helps to consolidate the language points and presentation skills. The teacher’s one-on-one guidance can meet the individual needs of students, and the class evaluation can help students learn from each other, improve their ability to evaluate and appreciate, and further deepen their understanding of presenting ideas. 3.2 Group Cooperative Practice Divide students into groups of 4-5, and assign a group task: Each group chooses a more complex social or campus problem (such as environmental protection, volunteer service, campus safety, etc.), discusses and puts forward 3-4 specific and feasible suggestions, then organizes the ideas into a group presentation script (about 150-200 words), and prepares a 3-5 minute group presentation. During the group discussion, the teacher assigns roles to each group member: a recorder (responsible for recording the group’s ideas and suggestions), a language inspector (responsible for checking the correctness of the script’s language and sentence patterns), a presenter (responsible for practicing the presentation), and a coordinator (responsible for organizing the discussion and ensuring that everyone participates). The teacher walks around each group to guide the discussion, helps them sort out their ideas, and reminds them to use the learned language points and transition words. The teacher also encourages students to put forward different opinions during the discussion, guides them to analyze the advantages and disadvantages of each suggestion, and select the most feasible ones, so as to cultivate their critical thinking and cooperative learning ability. For example, if a group is discussing “how to carry out volunteer service activities”, the teacher can guide them to think: “What kind of volunteer activities are suitable for us students? How can we attract more students to participate? What problems may we encounter and how to solve them?” After the group discussion and script preparation, each group has a 5-minute preparation time to practice the presentation. The teacher provides guidance on the presenter’s intonation, body language and expression, helping them improve the effect of the presentation. Design Intention: Group cooperative practice not only cultivates students’ cooperative learning ability and communication ability, but also allows them to think more comprehensively and deeply about problems through group discussion. Assigning roles ensures that every student participates in the activity, and the guidance of the teacher helps students solve problems in the process of preparation, improving the efficiency and quality of practice. At the same time, the complex topics selected are closely related to the unit theme, which helps students further understand the significance of “Making a Difference”. Step 4: Production (Presentation and Evaluation) 4.1 Group Presentation Each group sends a presenter to give a presentation in front of the whole class. The other group members can assist the presenter by showing PPT, pictures or other materials to make the presentation more intuitive and vivid. During the presentation, the teacher asks other students to listen carefully, take notes, and evaluate the presentation according to the following evaluation criteria: 1. Structure: Is the structure clear (introduction, suggestions, conclusion)? 2. Language: Are the sentence patterns and transition words used correctly and appropriately? 3. Content: Are the suggestions specific and feasible? 4. Expression: Is the intonation natural and the body language appropriate? After each group’s presentation, the teacher invites 1-2 students to give comments first, then makes a summary comment. The teacher focuses on affirming the advantages of the group, such as “The group’s suggestions are very practical and closely related to our life”, “They used a lot of transition words, which made the presentation very coherent”, and at the same time puts forward targeted improvement suggestions, such as “You can slow down your speaking speed to make your expression clearer”, “You can add some specific examples to support your suggestions”. For groups that have made outstanding performances, the teacher gives awards (such as “The Most Creative Group”, “The Most Coherent Presentation Group”) to encourage them; for groups that have deficiencies, the teacher encourages them to continue to improve and gives specific guidance. Design Intention: Group presentation is the key link of knowledge output, which can test students’ mastery of language points and presentation skills. Through listening to other groups’ presentations, students can learn from each other, broaden their ideas, and improve their listening and evaluation ability. The evaluation criteria make the evaluation more objective and fair, and the awards and encouragement can enhance students’ learning motivation and confidence. 4.2 Comprehensive Evaluation and Summary After all groups finish their presentations, the teacher makes a comprehensive evaluation of the whole practice activity. First, summarize the overall performance of the students, affirm the progress made by each student and each group, such as “Most students can use the learned sentence patterns and transition words correctly, and the group presentations are well-prepared and full of ideas”, and then point out the common problems, such as “Some students still confuse formal and informal expressions”, “Some groups’ suggestions lack specific supporting details”, and give corresponding improvement methods. Then, the teacher summarizes the key points of this lesson again: the structure of idea presentation, core language points for presenting ideas, and presentation skills. At the same time, guide students to think deeply: “Through today’s study, we have learned how to present our ideas effectively. How can we apply these skills to our daily life? How can we use our ideas to make a difference to our campus and society?” Finally, the teacher encourages students to pay more attention to the surrounding problems in daily life, bravely put forward their own ideas and suggestions, and take practical actions to make positive changes, which echoes the unit theme of “Making a Difference”. Design Intention: Comprehensive evaluation helps students clarify their advantages and deficiencies, and provides direction for their subsequent learning. The summary of key points helps students consolidate the knowledge and skills learned in this lesson. The in-depth thinking guide helps students connect the knowledge learned with real life, internalize the awareness of making a difference, and realize the cultivation of core competencies such as thinking quality and cultural awareness. Step 5: Consolidation and Extension (Homework Arrangement) The teacher assigns three levels of homework to meet the needs of different students: 1. Basic homework: Revise the group presentation script, correct the errors pointed out in class, and add more specific details to make the script more perfect. Then, recite the script and record a 3-minute presentation video by themselves. 2. Improved homework: Choose a social problem you care about (such as environmental protection, animal protection, education equity, etc.), write a formal presentation speech (about 200 words) using the learned language points and structure, and prepare for the next class’s individual presentation. 3. Extended homework: Work with 1-2 classmates to design a “Making a Difference” activity plan based on the suggestions put forward in the group presentation, including the activity theme, purpose, steps and precautions, and write a short plan introduction (about 150 words) in English. Before the end of the class, the teacher reminds students to complete their homework on time, and explains that the homework will be evaluated in the next class, and excellent works will be displayed to the whole class. Design Intention: The hierarchical homework takes into account the individual differences of students, ensuring that each student can consolidate the knowledge and skills learned in this lesson according to their own level. The basic homework focuses on consolidation, the improved homework focuses on improvement, and the extended homework focuses on application and innovation, which helps to cultivate students’ learning ability and innovative thinking. At the same time, the homework is closely related to the unit theme, which further deepens students’ understanding of “Making a Difference” and promotes the integration of knowledge and practice. Step 6: Reflection and Summary (Course Closure) The teacher invites students to share their gains and feelings in this lesson. Ask students to answer the following questions in English: “What have you learned in this lesson? What difficulties have you encountered? How do you plan to improve in the future? How will you use the skills you have learned to make a difference?” After 3-4 students share their ideas, the teacher makes a final summary: This lesson focuses on the skill of presenting ideas, through text analysis, model presentation, practice and presentation, we have mastered the core language points and presentation skills. Presenting ideas is not only a kind of language ability, but also a way to express our sense of responsibility. I hope every student can bravely express their ideas, take practical actions, and use their own strength to make a difference to the world around them. Finally, the teacher ends the class with a positive sentence: “Every small idea can bring a big change. Let’s try our best to make a difference!” Design Intention: The reflection link allows students to sort out the knowledge and skills learned in this lesson, clarify their own deficiencies, and formulate improvement plans, which helps to improve their learning ability. The teacher’s final summary not only consolidates the content of the lesson, but also elevates the theme of the unit, guiding students to establish a sense of social responsibility and realize the value of “Making a Difference”, which is conducive to the comprehensive development of students’ core competencies. 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 $