Unit 3 Times Change！-Presenting ideas 教案-2025-2026学年高中英语外研版选择性必修第二册

Unit 3 Times Change！-Presenting ideas 内容导航 This section centers on the theme of "Times Change", guiding students to observe pictures of different eras’ classrooms, discuss changes in learning methods, predict future learning trends, and present ideas through speeches, integrating unit language knowledge and deepening understanding of social changes. 教学目标和重难点 1. 教学目标 Language Ability: Master topic-related vocabulary and expressions to describe learning changes and present ideas orally. Cultural Awareness: Understand the impact of social development on learning styles and respect diverse learning cultures. Thinking Quality: Develop critical and logical thinking by analyzing past changes and predicting future trends. Learning Ability: Cultivate autonomous, cooperative and inquiry learning abilities through group discussions and presentations. 2. 教学重难点 Key Points: Master vocabulary (e.g., adaptation, educator, urgent) and expressions related to learning changes; learn to describe past and future learning changes clearly; complete a logical and fluent presentation. Difficult Points: Using complex sentences and correct tenses to express views; predicting future learning trends with reasonable reasoning; improving presentation skills and responding to questions flexibly. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Picture Comparison and Discussion The teacher presents three pictures on the screen: Picture 1 shows a traditional classroom with blackboards, chalk and students taking notes with pens; Picture 2 shows a classroom with projectors and students using textbooks and notebooks; Picture 3 shows a modern classroom with smart whiteboards, tablets and students interacting with online resources. Then the teacher asks the following questions: “What can you see in each picture? What differences do you find between the three classrooms? What changes have taken place in the way of learning from the first picture to the third one?” After asking the questions, the teacher gives students 3 minutes to discuss in pairs. During the discussion, the teacher walks around the classroom, observes students’ performance, provides appropriate guidance for those who have difficulty expressing themselves, and reminds students to use simple past tense and present perfect tense to describe the changes. After the discussion, the teacher invites 2-3 pairs to share their opinions with the whole class, and gives positive comments and supplements, such as correcting minor grammatical errors and adding relevant vocabulary (e.g., “smart whiteboard”, “online resource”, “digital device”). Design Intention: This activity takes picture comparison as the starting point, which is intuitive and vivid, and can quickly attract students’ attention. By discussing the changes in classrooms and learning methods, students can initially perceive the theme of “Times Change” in the unit, activate their existing knowledge and experience related to learning changes, and lay a foundation for the subsequent learning of new knowledge and the presentation of ideas. At the same time, pair discussion can cultivate students’ cooperative learning ability and improve their oral expression ability in a relaxed atmosphere. Activity 2: Vocabulary Review and Expansion Based on the students’ discussion, the teacher sorts out and reviews the key vocabulary and expressions related to the unit and this section. First, the teacher writes the following words and phrases on the blackboard: adaptation, economic, intention, sympathy, convincing, expanded, secondary, accessible, urgently, educators, pop up, for good, spread to. Then the teacher explains the meanings and usages of these words and phrases with simple English, and gives example sentences combined with the theme of learning changes, such as “With the development of technology, online learning resources have expanded rapidly and become accessible to more students.” “Educators are trying to find more convincing ways to help students adapt to the changing learning environment.” After the explanation, the teacher organizes a quick response activity: the teacher says the Chinese meaning of a word or phrase, and students stand up and say the corresponding English; or the teacher says the English word or phrase, and students explain its meaning in English. This activity lasts for 5 minutes, and the teacher rewards students who respond quickly and correctly with verbal praise to stimulate their enthusiasm. Design Intention: Vocabulary is the foundation of language expression. This activity reviews the key vocabulary of the unit, especially the words related to “change” and “learning”, which helps students consolidate the knowledge they have learned before and avoid obstacles in subsequent expression. The quick response activity can arouse students’ learning enthusiasm, improve their vocabulary application ability, and lay a solid language foundation for the subsequent presentation of ideas. Step 2: Presentation of New Knowledge (Input & Understanding) Activity 1: Analysis of Sample Presentation The teacher presents a sample presentation on the screen, which is closely related to the theme of “changes in learning methods and prediction of future learning trends”. The sample is as follows: “Dear classmates, today I want to talk about the changes in our learning methods and my prediction for the future. In the past, we mainly studied in the classroom, listened to teachers’ lectures and took notes with pens. Textbooks were our main learning resources. But now, with the development of technology, we can use digital devices such as tablets and computers to study online. We can access a lot of learning resources from all over the world and interact with teachers and classmates online. I think in the future, learning will become more flexible and personalized. AI will help us make personalized learning plans, and we can study at any time and any place. Online exams may become the main form of assessment, and big data will help teachers better understand our learning situation.” After presenting the sample, the teacher guides students to analyze the structure of the presentation. The teacher asks questions: “How many parts does this presentation have? What is the main content of each part? What words and expressions does the speaker use to describe changes and make predictions?” Then the teacher leads students to summarize the structure of the presentation: 1. Opening: Greet the audience and introduce the topic; 2. Main body: Describe the past changes in learning methods, the current situation, and predict the future trends; 3. Closing: Summarize the views and express expectations. At the same time, the teacher highlights the key sentences and expressions in the sample, such as “In the past, we mainly... But now...”, “I think in the future...”, “With the development of...”, which helps students master the ways of expressing changes and predictions. Design Intention: The sample presentation provides a clear model for students, enabling them to understand the structure and language characteristics of a good presentation. By analyzing the sample, students can learn how to organize their ideas, use appropriate words and expressions to express their views, and avoid confusion in the subsequent presentation preparation. At the same time, the sample is closely related to the theme, which can further deepen students’ understanding of the topic of learning changes. Activity 2: Explanation of Presentation Skills On the basis of analyzing the sample, the teacher explains the key presentation skills to students, mainly including the following points: 1. Opening skills: Greet the audience politely, introduce the topic clearly, and attract the audience’s attention, such as “Dear classmates, today I’m going to talk about a topic that is closely related to all of us — the changes in learning methods.” 2. Language skills: Use simple, clear and fluent language; use appropriate connectives (such as however, besides, therefore) to make the logic clear; use different tenses correctly (simple past tense for past changes, present perfect tense for changes that have happened and continue to the present, simple future tense for future predictions). 3. Body language skills: Maintain eye contact with the audience, stand upright, and use appropriate gestures to emphasize key points. 4. Closing skills: Summarize the main views, express expectations or suggestions, and thank the audience, such as “In conclusion, the changes in learning methods bring us more convenience and opportunities. I hope we can adapt to these changes and make better use of new learning resources. Thank you for listening.” After the explanation, the teacher demonstrates the presentation skills with the sample, such as maintaining eye contact, using gestures, and adjusting the tone of voice, so that students can have a more intuitive understanding. Design Intention: Mastering presentation skills is crucial for students to present their ideas effectively. This activity explains the key presentation skills in detail, which helps students avoid common mistakes in presentations and improve their presentation quality. The teacher’s demonstration makes the skills more concrete and operable, enabling students to better apply them in subsequent practice. Step 3: Practice (Application & Consolidation) Activity 1: Group Discussion — Predict Future Learning Trends The teacher divides students into groups of 4-5, and assigns the task: “Based on the changes in learning methods we have discussed and the sample presentation, discuss the possible changes in future learning activities, including homework, exams, classrooms, teachers’ roles, etc. Each group needs to list at least 3 specific changes and explain the reasons for these changes. During the discussion, please use the vocabulary and expressions we have reviewed and learned, and take notes of the key points.” During the group discussion, the teacher walks around the classroom, participates in the discussion of each group, provides guidance when necessary. For example, if a group has difficulty thinking of future changes, the teacher can give hints: “How will AI affect our learning? Will the form of homework change? How will teachers’ roles change in the future?” For groups that use inappropriate language, the teacher corrects them in time and guides them to use more accurate words and expressions. Each group is required to designate a recorder to take notes of the group’s views and a speaker to prepare for the subsequent presentation. Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and divergent thinking. By discussing future learning trends, students can further deepen their understanding of the theme of “Times Change”, and apply the vocabulary, expressions and presentation skills they have learned. The teacher’s guidance can help students solve difficulties in the discussion, ensure the smooth progress of the activity, and improve the efficiency of group learning. Activity 2: Group Preparation — Draft the Presentation After the group discussion, each group uses the notes taken during the discussion to draft the presentation. The teacher reminds students to follow the structure of the sample presentation: opening, main body (past changes, current situation, future predictions) and closing. At the same time, the teacher requires students to use the key vocabulary and expressions learned in the unit, such as adaptation, expanded, accessible, urgently, pop up, for good, and the connectives and sentence patterns used in the sample. During the preparation process, the teacher provides targeted guidance for each group. For example, for groups with unclear logic, the teacher helps them sort out their ideas and adjust the structure of the presentation; for groups with insufficient language expression, the teacher helps them modify sentences and add appropriate words and expressions. The teacher also reminds students to pay attention to the use of tenses and the fluency of language, and encourages students to put forward their own unique views to make the presentation more distinctive. Design Intention: Drafting the presentation is a key link in transforming students’ ideas into language expression. This activity enables students to further consolidate the knowledge and skills they have learned, and exercise their ability to organize language and express ideas. The teacher’s targeted guidance can help students solve problems in the drafting process, improve the quality of the presentation, and lay a foundation for the subsequent formal presentation. Activity 3: Peer Evaluation — Improve the Presentation After each group completes the draft of the presentation, the teacher organizes peer evaluation. Each group exchanges their draft with another group, and evaluates the other group’s presentation according to the following evaluation criteria: 1. Structure: Is the structure clear (opening, main body, closing)? 2. Language: Is the language fluent and accurate? Are the vocabulary and expressions used correctly? Are the tenses used properly? 3. Content: Are the views clear? Are the predictions reasonable? 4. Creativity: Are there any unique views? Each group is given 5 minutes to read the other group’s draft and fill in the peer evaluation form. Then, the two groups communicate with each other, put forward their own suggestions for improvement, such as modifying inappropriate sentences, adding more specific examples, or adjusting the structure of the presentation. The teacher walks around the classroom, guides students to conduct objective and constructive evaluation, and reminds students to listen carefully to others’ suggestions and accept reasonable opinions. Design Intention: Peer evaluation can help students learn from each other, find their own shortcomings and advantages, and improve their presentation drafts. Through evaluating others’ presentations, students can further understand the standards of a good presentation, and at the same time, exercise their ability to analyze and evaluate. Communication between groups can also enhance students’ cooperative learning ability and mutual understanding. Step 4: Presentation (Show & Evaluation) Activity 1: Group Presentation Each group sends their speaker to give a presentation in front of the whole class. The teacher reminds the speaker to pay attention to the presentation skills learned, such as maintaining eye contact with the audience, using appropriate body language, and adjusting the tone of voice. The other students listen carefully, take notes of the key points of each group’s presentation, and prepare to ask questions and make comments after the presentation. During the presentation, the teacher records the performance of each group, including the structure of the presentation, the accuracy and fluency of the language, the rationality of the predictions, and the mastery of presentation skills. For students who perform well, the teacher gives timely verbal praise, such as “Your presentation is very fluent and your views are very unique.” For students who have difficulties in presentation, such as being nervous or forgetting words, the teacher gives encouragement and hints to help them complete the presentation smoothly. Each group’s presentation time is controlled appropriately, and after each presentation, the teacher invites 1-2 students to ask questions or make comments. For example, students can ask: “Why do you think AI will become an important part of future learning?” or comment: “I think your presentation is very clear, but you can add more specific examples to make it more convincing.” The speaker of the group responds to the questions and comments positively. Design Intention: Group presentation is the key link to test students’ learning effect and comprehensive ability. Through presenting their ideas in front of the whole class, students can exercise their oral expression ability, presentation skills and psychological quality. Asking questions and making comments can not only enhance the interaction between students, but also help students deepen their understanding of the theme and improve their ability to analyze and evaluate. Activity 2: Teacher Evaluation and Summary After all groups have finished their presentations, the teacher makes a comprehensive evaluation. First, the teacher affirms the advantages of each group, such as clear structure, fluent language, reasonable predictions, and good mastery of presentation skills. Then, the teacher points out the common problems existing in the presentations, such as incorrect use of tenses, inappropriate choice of words, unclear logic, or insufficient use of body language, and gives specific suggestions for improvement. For example, “Some groups use simple future tense incorrectly when predicting future changes; we should pay attention to the correct use of ‘will’ and ‘be going to’.” “Some presentations lack specific examples; adding specific examples can make the views more convincing.” Then, the teacher summarizes the key points of this section: the structure of the presentation, the key vocabulary and expressions related to learning changes, the skills of describing changes and predicting future trends, and the presentation skills. The teacher also emphasizes that the theme of “Times Change” is closely related to our life, and encourages students to pay more attention to the changes around them and use English to express their views on these changes. Design Intention: Teacher evaluation and summary can help students systematically sort out the knowledge and skills learned in this section, clarify their own advantages and shortcomings, and know how to improve. The teacher’s affirmation and encouragement can enhance students’ learning confidence, and the emphasis on the theme can help students establish a correct view of social changes and lay a foundation for their future learning and life. Step 5: Extension (Migration & Innovation) Activity 1: Individual Writing — My View on Learning Changes The teacher assigns an individual writing task: “Based on the group discussion, presentation and teacher’s evaluation, write a short passage titled ‘My View on the Changes in Learning Methods’. In the passage, you should describe the past and current changes in learning methods, predict the future learning trends, and express your own views on these changes. You should use the vocabulary, expressions and sentence patterns learned in this section, and pay attention to the logic and fluency of the passage.” The teacher reminds students to refer to the sample presentation and the group’s draft, but not to copy them. They should put forward their own unique views and use specific examples to support their views. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulty writing, such as helping them sort out their ideas, modify sentences, and correct grammatical errors. Design Intention: This activity is a migration and application of the knowledge and skills learned in this section. By writing a short passage, students can further consolidate their language expression ability, exercise their ability to organize ideas and express views in writing. At the same time, it can help students deepen their understanding of the theme of learning changes and cultivate their innovative thinking. Activity 2: Class Discussion — The Impact of Learning Changes on Us After students finish writing, the teacher organizes a class discussion with the topic “What impact do the changes in learning methods have on us? Are these impacts all positive? If not, what negative impacts may there be? How can we deal with them?” The teacher gives students 5 minutes to think independently, then invites students to share their views with the whole class. The teacher guides students to think comprehensively, not only to see the positive impacts of learning changes, such as more convenient access to learning resources, more flexible learning methods, and personalized learning, but also to realize the possible negative impacts, such as excessive dependence on digital devices, lack of face-to-face communication with teachers and classmates, and difficulty in concentrating on learning. Then the teacher leads students to discuss how to deal with these negative impacts, such as arranging learning time reasonably, reducing dependence on digital devices, and strengthening face-to-face communication with teachers and classmates. Design Intention: This activity guides students to think deeply about the theme of learning changes, not only to understand the changes themselves, but also to realize the impact of these changes on individuals. It helps students develop critical thinking, establish a comprehensive view of things, and cultivate their ability to solve practical problems. At the same time, it can further expand the theme of the unit and deepen students’ understanding of “Times Change”. Step 6: Summary and Homework Activity 1: Class Summary The teacher invites 2-3 students to summarize what they have learned in this class, including the key vocabulary and expressions, the structure and skills of the presentation, the changes in learning methods, and their own gains. Then the teacher makes a final summary: in this class, we have reviewed the key vocabulary of the unit, learned the structure and skills of the presentation, discussed the changes in learning methods and predicted the future trends, and exercised our oral and written expression abilities. We have also realized that times are changing, and we should adapt to these changes actively, learn to use new learning resources and methods, and improve ourselves continuously. Design Intention: Letting students summarize the class content can help them consolidate the knowledge and skills learned, improve their ability to sort out and summarize. The teacher’s final summary can help students form a systematic understanding of the class content and strengthen the theme of the unit. Activity 2: Homework Arrangement 1. Revise the short passage written in class according to the teacher’s guidance and classmates’ suggestions, and hand it in the next class. 2. Practice the group presentation again, revise the deficiencies according to the evaluation, and record the presentation video (optional) to share with the class in the next class. 3. Observe the changes in other aspects of life (such as communication methods, shopping methods) caused by the times, and prepare a short speech to introduce these changes in the next class. 4. Review the key vocabulary and expressions of the unit, and finish the relevant exercises in the textbook. Design Intention: The homework is designed to consolidate the knowledge and skills learned in class, extend the learning content, and connect the classroom learning with real life. Revising the short passage and practicing the presentation can help students further improve their language expression ability and presentation skills. Observing the changes in other aspects of life can help students expand their horizons, deepen their understanding of the theme of “Times Change”, and lay a foundation for the subsequent learning of the unit. 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 $