Unit 1 Face Values Using language 教案-2025-2026学年高中英语外研版选择性必修第三册

Unit 1 Face Values-Using language 内容导航 This section focuses on integrating language skills with the theme of "Face Values". It mainly includes vocabulary related to appearance and inner quality, the usage of subject clauses, and situational speaking & writing tasks. It guides students to express views on appearance and inner beauty, applying grammar and vocabulary to practical communication and deepening their understanding of the unit’s core meaning. 教学目标和重难点 1. 教学目标 Language Ability: Master key vocabulary and subject clauses, and improve abilities in listening, speaking, reading and writing to express views on appearance and inner beauty accurately. Cultural Awareness: Understand the diversity of aesthetic concepts in different cultures, respect different views on beauty, and establish a correct view of beauty. Thinking Quality: Cultivate critical thinking by analyzing the relationship between appearance and inner quality, and improve logical thinking through language application. Learning Ability: Guide students to master effective learning strategies such as cooperative learning and autonomous practice, and enhance their ability to apply knowledge flexibly. 2. 教学重难点 Key Points: Master key vocabulary (e.g., appearance, confident, stereotype, inner beauty) and phrases related to the theme; grasp the structure and usage of subject clauses (guided by that, what, whether, etc.) and be able to use them in sentences correctly; be able to express personal views on appearance and inner beauty in simple English. Difficult Points: Flexible application of subject clauses in practical communication and writing; understanding the deep meaning of the theme "Face Values" and avoiding one-sided views on appearance; improving the fluency and accuracy of oral expression when discussing aesthetic topics. 教学过程 Step 1: Lead-in (Warm-up & Activation) The teacher starts the class by showing two groups of pictures on the screen: one group is of celebrities with outstanding appearance but negative public records, and the other group is of ordinary people who have made positive contributions to society (such as volunteers, medical workers) with plain appearances. Then the teacher asks two guiding questions: "What do you think of these people? Do you judge a person only by their appearance?" After asking the questions, the teacher invites 3-4 students to share their views freely. During the sharing process, the teacher does not rush to comment, but encourages students to express their true thoughts, and appropriately guides them to realize that "appearance is not the only standard to judge a person". Then the teacher naturally leads to the topic of this lesson: "Today, we will learn Using language of Unit 1 Face Values, and we will master relevant language knowledge and learn to express our views on appearance and inner beauty more accurately." Design Intention: The warm-up activity uses visual pictures to arouse students’ interest and stimulate their existing knowledge and life experience. By comparing two groups of different people, it can effectively trigger students’ thinking about the relationship between appearance and inner quality, lay a emotional and cognitive foundation for the in-depth study of the lesson, and naturally connect with the theme of the unit and the content of this lesson. At the same time, free sharing can also activate students’ oral expression desire and create a relaxed classroom atmosphere. Step 2: Vocabulary Learning (Input & Practice) First, the teacher presents 10 key words and phrases related to the theme of "Face Values" on the screen, including appearance, confident, self-esteem, stereotype, prejudice, inner beauty, outer beauty, judge...by..., take...into account, be proud of. For each word and phrase, the teacher first reads it aloud clearly, and asks students to follow along twice to ensure correct pronunciation and intonation. Then, the teacher explains the meaning of each word and phrase in simple English, and combines it with the theme of the unit to give simple example sentences, so that students can understand the usage context. For example, when explaining "inner beauty", the teacher says: "Inner beauty refers to a person’s good qualities, such as kindness, honesty, courage and responsibility. For example, a volunteer who helps others silently has great inner beauty." When explaining "stereotype", the teacher gives the example: "Some people think that fat people are lazy—that’s a stereotype. In fact, many fat people are hard-working and confident." After explaining all the words and phrases, the teacher organizes a "vocabulary matching" activity: write the words and phrases on one side of the blackboard, and write their corresponding meanings and example sentences on the other side, and ask students to come to the blackboard to match them in turn. For the students who match correctly, the teacher gives timely praise; for the wrong ones, the teacher guides the whole class to correct them together. Then, the teacher designs a simple fill-in-the-blank exercise, and asks students to complete it independently in their exercise books. The exercises are closely combined with the theme, such as: 1. We should not judge a person only by his ______ (appearance). 2. Her ______ (inner beauty) makes her more attractive. 3. Don’t have a ______ (stereotype) about people with different appearances. After students finish the exercises, the teacher checks the answers in class, asks students to read their answers aloud, and explains the key points and easy mistakes again. Finally, the teacher invites students to make their own sentences with 2-3 words or phrases, and share them with their deskmates. After the deskmate communication, the teacher invites several students to share their sentences with the whole class, and gives appropriate comments and guidance. Design Intention: Vocabulary is the foundation of language learning. This link adopts the teaching mode of "pronunciation → explanation → example → practice → application", which conforms to the cognitive law of students. By combining words and phrases with the theme of the unit, students can not only master the vocabulary, but also deepen their understanding of the theme. The interactive activities such as matching and fill-in-the-blank can enhance students’ participation, and the independent sentence-making and peer sharing can help students flexibly apply the vocabulary, laying a solid foundation for the subsequent grammar learning and language application. Step 3: Grammar Learning — Subject Clauses This lesson focuses on the learning and application of subject clauses. First, the teacher reviews the concept of clauses briefly, and then presents 4 example sentences on the screen, all of which are closely related to the theme of "Face Values": 1. That inner beauty is more important than outer beauty is a fact. 2. What we should pay attention to is a person’s qualities. 3. Whether we look beautiful or not doesn’t matter. 4. How we treat people with different appearances shows our quality. The teacher asks students to read the sentences aloud together, and then guides them to observe and discuss: "What is the subject of each sentence? What words are used to guide these subjects?" After students discuss in groups for 3 minutes, the teacher invites representatives of each group to share their findings. Then the teacher summarizes: "The subjects of these sentences are not single words or phrases, but clauses. These clauses are called subject clauses. The guiding words of subject clauses include that, what, whether, how, etc." Next, the teacher explains the usage of different guiding words in detail: 1. That: It does not act as any component in the clause, nor does it have any meaning. It can be omitted when it is not at the beginning of the sentence. For example, "It is a fact that inner beauty is more important than outer beauty" (it is a formal subject, and the real subject is the clause after that). 2. What: It acts as the subject, object or predicative in the clause, meaning "the thing that...". For example, "What we should pay attention to" acts as the subject of the sentence, and "what" acts as the object of "pay attention to" in the clause. 3. Whether: It does not act as any component in the clause, meaning "whether". It cannot be replaced by if when it is at the beginning of the subject clause. For example, "Whether we look beautiful or not doesn’t matter" (we cannot say "If we look beautiful or not doesn’t matter"). 4. How: It acts as an adverbial in the clause, meaning "how". For example, "How we treat people" acts as the subject of the sentence, and "how" acts as the adverbial of manner in the clause. After the explanation, the teacher organizes a "sentence transformation" activity: give students simple sentences related to the theme, and ask them to transform them into sentences with subject clauses. For example, 1. Inner beauty is important. → That inner beauty is important is true. 2. We need to respect others. → What we need to do is to respect others. 3. Can we judge a person by appearance? → Whether we can judge a person by appearance is a question. The teacher asks students to complete the transformation in groups, and then invites each group to send a representative to write the answers on the blackboard. The teacher comments and corrects them, focusing on the correct use of guiding words and sentence structure. Then, the teacher designs a mistake-correcting exercise. The exercises include common mistakes in the use of subject clauses, such as confusing that and what, using if instead of whether at the beginning of the subject clause, and incorrect sentence structure. For example: 1. Wrong: What he said is true that. → Correct: That what he said is true. / It is true that what he said. 2. Wrong: If she is beautiful doesn’t matter. → Correct: Whether she is beautiful doesn’t matter. Students complete the mistake correction independently, and then the teacher checks the answers and explains the reasons for the mistakes, helping students avoid similar mistakes in the future. Finally, the teacher invites students to make 2-3 sentences with subject clauses, combining the theme of "Face Values". For example, "That we should value inner beauty is very important." "What makes a person attractive is his kindness." Students share their sentences in pairs, and the teacher randomly checks and gives comments, ensuring that students can master the usage of subject clauses flexibly. Design Intention: Grammar learning is the key to improving students’ language accuracy. This link adopts the teaching mode of "example observation → group discussion → teacher summary → targeted practice", which can fully mobilize students’ initiative and enthusiasm. By combining subject clauses with the theme of the unit, students can not only master grammar knowledge, but also apply it to the expression of the theme, avoiding the separation of grammar learning and language application. The diversified practice activities (sentence transformation, mistake correction, independent sentence-making) can help students consolidate grammar knowledge from different angles and improve their ability to use grammar flexibly. Step 4: Listening Practice (Comprehension & Consolidation) First, the teacher introduces the listening material briefly: "The listening material is a dialogue between two students, Li Hua and Tom. They are talking about their views on appearance and inner beauty. Please listen carefully and complete the tasks." Then, the teacher plays the listening material twice. The first listening task is "listening for the main idea": after playing the material once, the teacher asks students to answer the question: "What are Li Hua and Tom talking about?" The teacher invites several students to answer, and summarizes the main idea: They are discussing whether we should judge a person by their appearance and the importance of inner beauty. The second listening task is "listening for specific information": the teacher presents a form on the screen, which includes two columns: Li Hua’s views and Tom’s views. The content to be filled in includes their views on appearance, inner beauty and how to judge a person. Then the teacher plays the listening material again, and asks students to fill in the form independently. After students finish filling in, the teacher checks the answers in class, and plays the key parts of the listening material again to help students confirm the answers. For the information that students miss easily, the teacher explains it in detail, and guides students to pay attention to the key words and sentences in the listening material. After completing the listening tasks, the teacher organizes a "listening retelling" activity: asks students to retell the main content of the dialogue in their own words, using the vocabulary and subject clauses they have learned in this lesson. The teacher can first give a simple retelling example to guide students, such as: "Li Hua thinks that we should not judge a person by their appearance. She believes that inner beauty is more important. Tom agrees with Li Hua, and he says that what makes a person great is their good qualities." Then, the teacher invites students to retell individually or in pairs, and gives timely praise and guidance, focusing on the accuracy of vocabulary and grammar, and the fluency of retelling. Design Intention: Listening is an important part of language ability. This link combines listening practice with the theme of the unit and the knowledge learned in this lesson, which can help students consolidate vocabulary and grammar while improving their listening comprehension ability. The step-by-step listening tasks (main idea → specific information → retelling) conform to the law of listening comprehension, and can gradually improve students’ listening ability. The retelling activity can not only test students’ listening comprehension effect, but also promote the integration of listening and speaking skills, laying a foundation for the subsequent oral practice. Step 5: Speaking Practice (Application & Communication) On the basis of vocabulary, grammar and listening practice, the teacher organizes oral communication activities to help students apply the knowledge they have learned to practical communication. First, the teacher divides students into groups of 4, and assigns a discussion topic: "Do you think outer beauty is important? How can we balance outer beauty and inner beauty?" Before the discussion, the teacher gives some guiding questions and expression tips to help students organize their ideas: 1. What is your opinion on outer beauty? Is it important? Why or why not? 2. What is the importance of inner beauty? Can inner beauty make up for the lack of outer beauty? 3. How can we improve our outer beauty and inner beauty at the same time? 4. What should we do when others judge us by our appearance? The teacher also reminds students to use the vocabulary and subject clauses learned in this lesson, such as "I think that...", "What I believe is...", "Whether outer beauty is important depends on...". Then, students start group discussion. During the discussion, the teacher walks around the classroom, observes the communication of each group, and gives timely guidance to students who have difficulties in expression. For example, if a student cannot express his views clearly, the teacher can prompt him with relevant words or sentence patterns; if a student makes a grammar mistake, the teacher can correct it gently and guide him to use the correct expression. The teacher also encourages students to listen to the views of their group members carefully, put forward their own opinions, and conduct positive interactions. After the group discussion (about 8 minutes), the teacher invites 2-3 groups to send representatives to share their group’s views with the whole class. Each group’s sharing time is about 2-3 minutes. During the sharing process, the teacher asks other students to listen carefully, and after the sharing, they can ask questions or put forward different views. For example, if a group says "We think outer beauty is not important, only inner beauty matters", other students can ask "But why do many people pay attention to their outer beauty?" The teacher guides the students to carry out positive discussions, and helps them establish a comprehensive and correct view of beauty: outer beauty can leave a good first impression, but inner beauty is the core of a person’s value, and we should pay attention to both. After all groups finish sharing, the teacher makes a summary: affirms the positive performance of each group, combs the key views in the discussion, and emphasizes that "Face Values" does not only refer to outer appearance, but more importantly, inner quality. We should not judge others by their appearance, but also pay attention to improving our own inner beauty while properly paying attention to our outer appearance. Design Intention: Oral practice is an important way to improve students’ language application ability. Group discussion can provide students with more opportunities to speak, reduce their speaking anxiety, and cultivate their cooperative learning ability. The guiding questions and expression tips can help students organize their ideas quickly and improve the fluency and accuracy of their oral expression. The class sharing and interactive discussion can not only test the effect of oral practice, but also deepen students’ understanding of the theme, and cultivate their critical thinking and communication ability. Step 6: Writing Practice (Integration & Output) On the basis of the previous study and practice, the teacher arranges a writing task to help students integrate the knowledge they have learned and improve their writing ability. The writing topic is: "My View on Face Values". The teacher gives clear writing requirements: 1. Write an essay of about 120-150 words. 2. Clearly express your views on Face Values (the relationship between outer beauty and inner beauty). 3. Use at least 3 key words and 2 subject clauses learned in this lesson. 4. The structure is clear: beginning (put forward the topic), body (express views with reasons or examples), ending (summarize and put forward suggestions). Before students start writing, the teacher gives a writing outline and some sentence patterns for reference to help students organize their writing ideas: 1. Beginning: In recent years, people have paid more and more attention to face values. However, I think that... 2. Body: On the one hand, outer beauty is not unimportant... On the other hand, inner beauty is more important... For example, ... What we should remember is... 3. Ending: In conclusion, we should... We should not only..., but also... Then, students start writing independently. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulties in writing. For example, if a student does not know how to start writing, the teacher can prompt him with the reference sentence patterns; if a student has difficulty in using subject clauses, the teacher can give simple examples to guide him; if a student has problems in vocabulary and grammar, the teacher can help him correct and improve. The teacher also reminds students to pay attention to the coherence of the article, the accuracy of vocabulary and grammar, and the neatness of handwriting. After students finish writing (about 15 minutes), the teacher collects some students’ compositions (including excellent compositions and compositions with common problems), and displays them on the screen. First, the teacher invites students to comment on the excellent compositions, analyzing their advantages in structure, vocabulary, grammar and theme expression. Then, the teacher analyzes the common problems in the compositions, such as incorrect use of subject clauses, inappropriate choice of words, unclear structure, etc., and gives corresponding improvement suggestions. For example, if a student writes "I think inner beauty is important. That is true.", the teacher can guide him to combine the two sentences into "I think that inner beauty is important, which is true." to make the sentence more coherent. Then, students revise their own compositions according to the teacher’s comments and suggestions. After revision, students exchange their compositions with their deskmates, and help each other correct mistakes and put forward improvement suggestions. The teacher randomly checks the revision of students to ensure that students can correct their mistakes and improve their writing level. Design Intention: Writing is a comprehensive reflection of students’ language ability. This writing task closely combines the theme of the unit and the knowledge learned in this lesson, which can help students integrate vocabulary, grammar and theme understanding, and improve their writing ability. The writing outline and reference sentence patterns can help students overcome the difficulty of "not knowing how to write", and guide them to write articles with clear structure and fluent expression. The composition evaluation and revision link (teacher evaluation → peer evaluation → self-revision) can help students find their own problems, learn from excellent compositions, and continuously improve their writing level. Step 7: Summary & Homework First, the teacher summarizes the content of this lesson with the students: "In this lesson, we have learned key vocabulary and phrases related to Face Values, mastered the usage of subject clauses, and carried out listening, speaking and writing practice. Through this lesson, we should not only master the relevant language knowledge, but also establish a correct view of beauty: inner beauty is the core of a person’s value, and we should pay attention to both outer beauty and inner beauty." Then, the teacher assigns homework, which is divided into three levels to meet the needs of different students: 1. Basic homework: Review the key vocabulary and subject clauses learned in this lesson, and copy the example sentences of subject clauses 5 times. 2. Intermediate homework: Rewrite the composition revised in class, and improve it according to the teacher’s and deskmate’s suggestions. 3. Extended homework: Interview your family members or friends about their views on Face Values, and write a short interview report (about 80 words), using the knowledge learned in this lesson. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and deepen their understanding of the theme. The hierarchical homework takes into account the differences of students’ learning level, which can not only help students consolidate the basic knowledge (basic homework), but also improve their language application ability (intermediate homework) and expand their learning scope (extended homework), so as to achieve the goal of "teaching students in accordance with their aptitude". The extended homework also connects classroom learning with real life, making language learning more practical. 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 $