Unit 2 Onwards and Upwards -Presenting ideas 教案-2025-2026学年高中英语外研版选择性必修第一册

Unit 2 Onwards and Upwards -Presenting ideas 内容导航 This section focuses on the topic of facing failure and making choices—whether to stick to the original goal or set a new one after initial failure. It guides students to debate with sufficient arguments, integrating unit vocabulary and expressions to present ideas and deepen understanding of the unit theme of perseverance. 教学目标和重难点 1. 教学目标 Language Ability: Students can use unit-related vocabulary and sentence patterns to express views on failure and goals, and conduct logical debates. Cultural Awareness: They understand the universal value of perseverance across cultures and form a positive attitude towards setbacks. Thinking Quality: They develop critical and logical thinking by analyzing different views and organizing arguments. Learning Ability: They improve cooperative learning and self-reflection skills through group debates and post-activity summary. 2. 教学重难点 Key Points: Mastering unit core vocabulary (e.g., stick to, overcome, guarantee) and sentence patterns (e.g., It is worthwhile to do sth., with compound structure) to express views; conducting orderly and logical debates based on clear arguments. Difficult Points: Organizing persuasive arguments to support one’s view; properly responding to opposing opinions in debates; flexibly applying learned language knowledge in real communication scenarios. 教学过程 Step 1: Lead-in (导入) Activity 1: Warm-up Discussion The teacher starts the class with an open question: “Have you ever tried hard to achieve a goal but failed at the beginning? What did you do then—kept going or changed your goal?” Ask 3-4 students to share their real experiences briefly. After each sharing, the teacher gives simple comments, such as “That’s a tough choice. Thank you for your honest sharing.” Then, the teacher writes two core views on the blackboard: View 1: We should stick to the original goal even if we fail at first. View 2: We should set a new goal when we fail at the initial attempt. Design Intention: This warm-up activity connects the teaching content with students’ real life, activating their prior experience and emotional resonance. It naturally leads to the core topic of the Presenting ideas section—choices after initial failure, laying a foundation for the subsequent debate activity. Meanwhile, it creates a relaxed and interactive classroom atmosphere, encouraging students to speak English actively and reducing their anxiety about oral expression. Activity 2: Review of Unit Key Language The teacher presents some unit core vocabulary and sentence patterns related to the topic through PPT, including verbs and phrases (stick to, overcome, get over, give up, rebuild faith, guarantee), adjectives (determined, persistent, flexible), and sentence patterns (It is worthwhile to do sth., This was a time when..., With + object + past participle). The teacher asks students to read the words and sentences aloud together, then invites several students to make simple sentences with them, such as “It is worthwhile to stick to our dreams even if we meet difficulties.” The teacher corrects their mistakes in pronunciation and grammar in a timely manner. Design Intention: Reviewing the unit’s key language before the main activity helps students consolidate the knowledge they have learned, ensuring that they can flexibly use these words and sentences in the subsequent debate and idea presentation. This link builds a language scaffold for students, reducing the language barrier in their oral expression and enabling them to focus more on the content of their views rather than struggling with vocabulary and grammar. Step 2: Pre-Presentation (展示前准备) Activity 1: Understanding the Two Views The teacher distributes handouts with the two views (View 1 and View 2) and asks students to work in groups of 4 to discuss the meanings of the two views in their own words. Each group is required to summarize the core of each view and write it down on a piece of paper. After 5 minutes of discussion, the teacher invites one representative from each group to present their group’s summary. The teacher supplements and clarifies the core of the two views: View 1 emphasizes perseverance and not giving up easily, believing that initial failure is a necessary process to success; View 2 emphasizes flexibility and practicality, believing that adjusting goals in time can avoid unnecessary waste of time and energy. Design Intention: This activity helps students deeply understand the connotation of the two views, avoiding one-sided understanding of the topics. Group discussion allows students to exchange ideas with each other, improve their ability to express and summarize in English, and lay a foundation for them to choose their own views and find supporting arguments. Activity 2: Choosing Views and Collecting Arguments The teacher asks students to choose the view they agree with (View 1 or View 2) and regroup them into two teams: Team A (supporting View 1) and Team B (supporting View 2). Each team is divided into several small groups of 3-4 students. The teacher instructs students to collect arguments to support their own views, and reminds them to use the unit’s key vocabulary and sentence patterns. At the same time, the teacher encourages students to think about possible opposing arguments from the other team and prepare corresponding counterarguments. The teacher walks around the classroom to provide guidance for each group, such as suggesting arguments like “J.K. Rowling was rejected many times before her Harry Potter was published, but she stuck to her goal and finally succeeded” for Team A, and “If a student is not good at math but insists on becoming a mathematician, it may be better to change to a field he is good at” for Team B. Design Intention: Regrouping students according to their views makes the debate more targeted and intense. Collecting arguments and counterarguments not only exercises students’ ability to think critically and logically but also enables them to apply the unit’s language knowledge in practice. The teacher’s guidance ensures that students’ arguments are reasonable and closely related to the topic, avoiding irrelevant or illogical expressions. Activity 3: Organizing Arguments and Preparing Speeches Each small group in the two teams organizes their collected arguments and counterarguments into a logical speech outline. The outline should include three parts: opening (stating their view clearly), body (presenting 2-3 specific arguments with examples), and conclusion (summarizing their view and emphasizing the core point). The teacher requires students to write down key sentences of their speeches, using the unit’s key vocabulary and sentence patterns as much as possible. For example, Team A can write: “We firmly believe that we should stick to our original goal when we fail at first. First of all, initial failure does not mean that the goal is impossible to achieve. For example, J.D. Salinger received many rejection letters before his The Catcher in the Rye was published, but he never gave up. Eventually, his book became a classic. Secondly, sticking to a goal can help us develop perseverance, which is an important quality for success. It is worthwhile to keep trying because every failure brings us closer to success.” The teacher checks the outlines of each group and gives suggestions on logic and language expression. Design Intention: Organizing the speech outline helps students sort out their ideas and ensure that their speeches are logical and coherent. Writing key sentences not only strengthens students’ memory of the unit’s language knowledge but also improves their written expression ability. The teacher’s guidance helps students improve the quality of their speeches, making them more persuasive and fluent. Step 3: While-Presentation (展示过程) Activity 1: Debate Competition The debate competition is divided into four parts: opening statements, free debate, closing statements, and teacher comments. The teacher acts as the host and referee to ensure the order of the debate. First, the opening statements: Each team sends one representative to give a 2-minute opening speech, stating the team’s view and core arguments. The representative of Team A speaks first, followed by Team B. During the speeches, the teacher asks other students to listen carefully and take notes of the key points of each team’s arguments. Then, the free debate: Each team takes turns to present their arguments, question the other team’s views, and refute the other team’s arguments. Each student in the team can participate in the free debate, and each speech should not exceed 1 minute. The teacher reminds students to focus on the topic, use polite language, and avoid personal attacks. For example, when Team B questions Team A: “If a person’s goal is unrealistic, such as wanting to fly without any equipment, is it still necessary to stick to it?” Team A can refute: “Unrealistic goals are not the same as initial failure. The topic we are discussing is initial failure after hard work, not unrealistic goals. If the goal is realistic, we should stick to it.” The teacher guides students to use the prepared arguments and counterarguments flexibly and encourages them to respond quickly to the other team’s questions. Next, the closing statements: Each team sends one representative to give a 1.5-minute closing speech, summarizing the team’s arguments, refuting the other team’s views, and re-emphasizing their own view. Team B speaks first, followed by Team A. Finally, the teacher comments on the debate: The teacher affirms the advantages of both teams, such as fluent expression, logical arguments, and active participation. At the same time, the teacher points out the deficiencies, such as the lack of specific examples, improper use of some sentence patterns, and insufficient flexibility in responding to questions. The teacher also emphasizes the key points of the debate, such as the importance of logical thinking and polite communication. Design Intention: The debate competition is the core activity of the Presenting ideas section, which can fully exercise students’ oral expression ability, logical thinking ability, and critical thinking ability. Through the debate, students can apply the unit’s language knowledge in real communication scenarios, deepen their understanding of the unit theme, and cultivate the quality of perseverance and flexibility. The teacher’s comments help students understand their own advantages and deficiencies, and improve their ability to present ideas and debate. Activity 2: Peer Evaluation After the debate, the teacher distributes a peer evaluation form to each student. The evaluation form includes four aspects: language expression (fluency, accuracy of vocabulary and grammar), logical thinking (coherence of arguments, rationality of refutation), participation (activeness in speaking, cooperation with team members), and polite communication (polite language, respect for others). Students are required to evaluate the performance of one student from the other team and one student from their own team, and write down specific comments and suggestions. For example, “He spoke fluently and used many unit words, but he lacked specific examples to support his arguments. He should add more real cases next time.” After students finish the evaluation, the teacher collects some evaluation forms and shares them with the whole class, affirming the reasonable comments and guiding students to learn from each other. Design Intention: Peer evaluation helps students learn to observe and evaluate others’ performance objectively, improve their ability to judge and appreciate. At the same time, it enables students to find their own deficiencies by comparing with others, and learn from each other’s advantages. The evaluation form makes the evaluation more targeted and standardized, avoiding arbitrary evaluation. This activity also cultivates students’ sense of responsibility and cooperative spirit. Step 4: Post-Presentation (展示后巩固) Activity 1: Summary and Reflection The teacher leads students to summarize the key points of the class: First, review the two views on choices after initial failure and the core arguments of both sides. Second, sort out the unit’s key vocabulary and sentence patterns used in the debate, and emphasize their correct usage. Third, guide students to reflect on their own performance in the class: What did they do well? What deficiencies did they have? What can they improve next time? The teacher asks several students to share their reflections, such as “I did well in collecting arguments, but I was too nervous to speak fluently in the debate. I will practice more oral English in the future.” The teacher gives positive feedback to students’ reflections and encourages them to keep improving. Design Intention: Summarizing the key points helps students consolidate the knowledge and skills learned in the class, forming a systematic understanding. Reflection activities enable students to realize their own advantages and deficiencies, cultivate their self-reflection ability, and lay a foundation for their future learning. The teacher’s positive feedback can enhance students’ confidence and motivation to learn English. Activity 2: Language Consolidation Exercise The teacher presents a cloze exercise on the PPT, which is closely related to the topic of the class. The exercise includes the unit’s key vocabulary and sentence patterns. Students are required to complete the exercise individually, then check the answers with their deskmates. The teacher explains the key points and difficult points in the exercise, such as the usage of “stick to” and “give up”, the application of with compound structure, and the difference between “worthwhile”, “worth” and “worthy”. For example, the cloze exercise: “When we face initial failure, we have two choices: stick to our original goal or set a new one. It is ________ (worthwhile/ worth) to think carefully before making a choice. Those who ________ (stick to/ give up) their goals may achieve success in the end, while those who are flexible can also find their own way to success. With the support of our friends and family, we can ________ (overcome/ get over) any difficulties and move forward bravely.” Design Intention: The cloze exercise helps students consolidate the unit’s key language knowledge in a targeted manner, improving their ability to use the knowledge in context. Completing the exercise individually and checking with deskmates not only exercises students’ independent learning ability but also promotes mutual learning and communication between students. The teacher’s explanation helps students solve the difficulties in the exercise, deepening their understanding of the language knowledge. Activity 3: Writing Practice The teacher asks students to write a short passage (100-120 words) titled “My View on Initial Failure”. Students are required to state their own view on whether to stick to the original goal or set a new one after initial failure, and support their view with 1-2 simple examples. They should use the unit’s key vocabulary and sentence patterns as much as possible. The teacher walks around the classroom to provide guidance for students who have difficulties in writing, such as helping them sort out ideas, choose appropriate examples, and correct grammar mistakes. After students finish writing, the teacher collects some excellent passages and reads them to the whole class, analyzing their advantages, such as clear views, logical structure, and accurate use of language. The teacher also points out the common mistakes in students’ writing and gives suggestions for improvement. Design Intention: Writing practice is an extension of the oral presentation, which helps students convert oral expression into written expression, improving their written expression ability. The topic of the writing is closely related to the class content, enabling students to apply the knowledge and ideas learned in the class to writing. Reading excellent passages helps students learn from each other, and the teacher’s comments help students improve their writing level. Step 5: Extension and Homework (拓展与作业) Activity 1: Theme Extension The teacher introduces some famous people at home and abroad who faced initial failure and made different choices, such as Helen Keller (stuck to her goal and became a famous writer and educator), Steve Jobs (changed his goal many times and finally achieved great success in the field of science and technology). The teacher asks students to discuss in groups: What can we learn from these people’s experiences? How should we face initial failure in our study and life? After the discussion, the teacher invites several students to share their views. The teacher summarizes: There is no absolute right or wrong choice between sticking to the original goal and setting a new one. The key is to combine our own actual situation, make a rational choice, and keep a positive attitude towards failure. Design Intention: The theme extension enriches students’ knowledge and deepens their understanding of the unit theme. By learning from famous people’s experiences, students can set up correct values and form a positive attitude towards failure and setbacks. Group discussion further exercises students’ oral expression ability and cooperative learning ability. Activity 2: Homework Arrangement 1. Revise the short passage written in class, improve the content and language expression, and hand it in the next class. 2. Collect 2-3 examples of people who faced initial failure and made choices (either sticking to the goal or setting a new one), and write a short introduction (50-60 words) for each example, using the unit’s key vocabulary and sentence patterns. 3. Practice the debate with your team members after class, and improve your speech and response ability according to the teacher’s and peers’ suggestions. 4. Preview the Reflection section of the unit, and think about your own learning experience in this unit. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge and skills learned in class. Revising the short passage and collecting examples can deepen students’ understanding of the topic and improve their written expression ability. Practicing the debate can improve students’ oral expression ability and logical thinking ability. Previewing the Reflection section lays a foundation for the next class. Step 6: Summary of the Class (课堂总结) The teacher summarizes the whole class: In this class, we focused on the topic of choices after initial failure, conducted a heated debate, and consolidated the unit’s key language knowledge. Through the class activities, we not only improved our oral expression ability, logical thinking ability, and written expression ability but also formed a positive attitude towards failure. The teacher emphasizes that in our study and life, we will inevitably encounter initial failure, but as long as we make rational choices, keep perseverance and flexibility, and never give up, we will eventually achieve our goals and move onwards and upwards. Finally, the teacher ends the class with the unit’s theme sentence: “Keep trying and eventually you will read the words ‘We are delighted to inform you...’” Design Intention: The class summary helps students sort out the content of the whole class, form a systematic understanding, and deepen their memory of the key points. The teacher’s encouragement can enhance students’ confidence and motivation to face difficulties and setbacks, and further highlight the unit theme, achieving the integration of language teaching and value education. 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 $