Unit 1 Face Values-Presenting ideas 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-Presenting ideas 内容导航 Centering on the theme of "true beauty", this section guides students to integrate what they have learned in the unit, discuss the relationship between appearance and inner quality, present their own views on beauty, and improve their oral expression and logical thinking abilities through practical activities. 教学目标和重难点 1. 教学目标 Language Competence: Master key expressions for expressing views on beauty and improve oral presentation skills. Cultural Awareness: Understand different cultural views on beauty, respect diverse aesthetics, and establish a correct view of beauty. Thinking Quality: Cultivate critical thinking by analyzing the relationship between appearance and inner quality. Learning Ability: Develop the ability of independent inquiry, cooperative learning and reflection in the process of completing presentation tasks. 2. 教学重难点 ey Points: Master the key vocabulary and sentence patterns for expressing views on beauty; be able to clearly present personal opinions on the theme of "true beauty" with logical organization. Difficult Points: How to effectively connect personal views with the unit texts (such as The Hunchback of Notre-Dame) to enhance persuasion; how to use appropriate language and body language in oral presentation to improve expression effect. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Visual Aids and Guiding Questions The teacher shows students two groups of pictures on the screen: one group is photos of celebrities with perfect appearance in the media, and the other group is photos of ordinary people who have made contributions (such as volunteers, medical workers, and teachers). Then the teacher asks the following questions in English: "What do you think of these two groups of people? Which group do you think is more beautiful? Why? Do you think a person's beauty is only reflected in their appearance?" After asking the questions, the teacher gives students 3 minutes to think independently, and then invites 2-3 students to share their views. When students express their opinions, the teacher listens carefully, gives positive feedback in time, and guides students to realize that beauty is not only about appearance but also about inner quality. Design Intention: This activity uses visual materials to attract students' attention and arouse their interest in the theme of "beauty". By asking guiding questions, it activates students' existing knowledge and life experience, guides them to initially think about the connotation of true beauty, and lays a foundation for the subsequent presentation activities. At the same time, it creates a relaxed English communication atmosphere, helping students overcome the fear of speaking English. Activity 2: Review of Unit Knowledge The teacher leads students to review the key contents of the unit: first, review the core vocabulary related to beauty, such as "appearance", "inner quality", "kindness", "courage", "integrity", "superficial", "virtue", etc., and asks students to make sentences with these words orally; then, review the classic plot of The Hunchback of Notre-Dame learned in Developing Ideas, and guides students to recall the images of Quasimodo and Esmeralda: Quasimodo is ugly in appearance but kind in heart, while Esmeralda is beautiful in appearance and kind in heart. The teacher asks: "What can we learn from the two characters about the relationship between appearance and inner quality?" After the review, the teacher summarizes: "In this unit, we have learned that true beauty is not about perfect appearance, but about noble inner quality. Today, we will learn Presenting Ideas, which requires us to integrate what we have learned, express our own views on true beauty, and present them to the class." Design Intention: Reviewing the unit knowledge helps students connect the new lesson with the previous learning content, form a complete knowledge system, and provide language and content support for the subsequent presentation tasks. Reviewing the characters in The Hunchback of Notre-Dame can further deepen students' understanding of the theme of "true beauty", and provide typical cases for students to express their views. Step 2: Presentation of Key Knowledge (Language Input) Activity 1: Learning Key Expressions for Presenting Views The teacher presents the key expressions for presenting views on the screen, including expressions for putting forward views, supporting views, and supplementing views, and explains their usage and collocation in detail: · Expressions for putting forward views: In my opinion, As far as I am concerned, From my point of view, I hold the view that..., I think/believe that... · Expressions for supporting views: First of all, Besides, In addition, What’s more, For example/instance, To illustrate, This is because... · Expressions for supplementing or adjusting views: On the one hand..., on the other hand..., However, Nevertheless, Although..., yet..., In fact, Actually After explaining, the teacher gives model sentences combined with the theme of "true beauty": · As far as I am concerned, true beauty lies in inner virtue rather than perfect appearance. · First of all, a kind-hearted person can bring warmth to others; besides, a person with integrity is more trustworthy. · On the one hand, we should not judge others by their appearance; on the other hand, we should pay more attention to cultivating our own inner quality. Then, the teacher asks students to practice these expressions in pairs. Each pair chooses one expression from each category and makes a short dialogue about "true beauty". After 5 minutes of practice, the teacher invites 2-3 pairs to perform their dialogues in front of the class, and corrects their pronunciation and usage of expressions in time. Design Intention: Mastering key expressions is the basis for students to complete the presentation task. By presenting, explaining and practicing, students can be familiar with the usage of these expressions, improve their language application ability, and lay a solid language foundation for the subsequent independent presentation. Activity 2: Analyzing Presentation Models The teacher presents a sample presentation script on the screen. The script takes "True Beauty Comes from Inner Quality" as the theme, which includes three parts: opening (putting forward views), main body (supporting views with examples) and closing (summarizing views). The teacher reads the script aloud first, and then analyzes its structure and language characteristics with students: 1. Opening: Clear and concise, directly putting forward the core view - True beauty does not depend on appearance, but on inner quality. 2. Main body: Using specific examples (Quasimodo in The Hunchback of Notre-Dame and volunteers around us) to support the view, and using key expressions such as "first of all", "besides" to organize the content logically. 3. Closing: Summarizing the view again, and calling on everyone to pay attention to inner cultivation. After the analysis, the teacher asks students to discuss in groups: "What are the advantages of this sample script? What can we learn from it when we make our own presentations?" After the discussion, each group sends a representative to share their views, and the teacher makes a summary. Design Intention: Providing a sample presentation script can help students understand the structure and language characteristics of a good presentation, clarify the requirements and methods of the presentation task, and provide a model for their own independent creation. Group discussion can stimulate students' thinking, make them deeply understand the key points of the presentation, and improve their ability of analysis and summary. Step 3: Guided Practice (Cooperative Inquiry and Drafting) Activity 1: Determining Presentation Topics and Grouping The teacher puts forward three optional topics for students to choose from, and students can also put forward their own topics with the teacher's approval: · Topic 1: True Beauty Lies in Inner Quality · Topic 2: We Should Not Judge Others by Their Appearance · Topic 3: How to Balance Appearance and Inner Cultivation in Modern Society Then, students are divided into groups of 4-5 according to their interests. Each group chooses a topic, and elects a group leader to coordinate the group's work. The teacher reminds the group leader to assign tasks reasonably: one student is responsible for collecting materials, one student is responsible for drafting the presentation script, one student is responsible for organizing the language and body language of the presentation, and one student is responsible for checking and revising the script. All members of the group need to participate in the discussion and modification of the script. Design Intention: Allowing students to choose topics according to their interests can improve their enthusiasm and initiative in participating in the activity. Group cooperative learning can cultivate students' cooperative spirit and communication ability. Reasonable task assignment can make each student have a clear goal, ensure the smooth progress of the task, and lay a foundation for the smooth completion of the presentation. Activity 2: Group Discussion and Script Drafting Each group conducts in-depth discussion around the chosen topic. The teacher walks around the classroom, observes the discussion situation of each group, and provides guidance and help in time. When guiding, the teacher focuses on the following points: 1. Whether the view is clear and positive: Guide students to put forward clear views on the topic, which should be consistent with the theme of the unit and conform to positive values. 2. Whether the supporting materials are appropriate: Guide students to combine the unit texts (such as The Hunchback of Notre-Dame), life examples (such as volunteers, medical workers) or celebrity stories to support their views, so as to enhance the persuasion of the presentation. 3. Whether the structure is logical: Guide students to arrange the content according to the structure of "opening - main body - closing", and use key expressions to connect the content to ensure the fluency and logicality of the script. 4. Whether the language is accurate and appropriate: Guide students to use the key expressions learned in the previous step, avoid using overly simple or incorrect sentences, and pay attention to the accuracy of vocabulary and grammar. After the discussion, each group begins to draft the presentation script. The draft should include the opening, main body and closing parts. The main body should have at least two supporting examples, and the length of the script should be suitable for a 3-5 minute presentation. During the drafting process, group members can communicate and revise with each other, and the teacher can provide targeted guidance for groups with difficulties. Design Intention: Group discussion is an important link to improve students' thinking ability and cooperative ability. Through discussion, students can exchange views, complement each other's strengths, and improve the quality of the script. The teacher's guidance can help students solve problems encountered in the drafting process in time, ensure that the script meets the requirements, and improve students' ability of language organization and logical thinking. Activity 3: Script Revision and Preliminary Rehearsal After each group completes the first draft of the script, the teacher organizes groups to exchange scripts with each other. Each group reads the script of another group and puts forward revision suggestions from the aspects of view clarity, logical structure, language accuracy and example appropriateness. Then, each group revises and improves their own script according to the suggestions put forward by other groups and the teacher's guidance. After the script is revised, each group conducts preliminary rehearsal. During the rehearsal, group members take turns to simulate the presentation, and other members put forward suggestions on the speed of speech, intonation, body language (such as eye contact, gestures) and other aspects. The teacher walks around to observe the rehearsal situation, and guides students to pay attention to the following points in the presentation: speak clearly and fluently, adjust the speed of speech appropriately, have appropriate intonation changes to attract the audience's attention, make more eye contact with the audience, and use natural gestures to assist expression. Design Intention: Exchanging and revising scripts between groups can help students learn from each other, find their own shortcomings, and improve the quality of the script. Preliminary rehearsal can make students familiar with the content of the script, improve their oral expression ability and on-site performance ability, and lay a foundation for the formal presentation. At the same time, it can help students overcome the tension of speaking in public and enhance their confidence. Step 4: Formal Presentation and Evaluation (Output and Feedback) Activity 1: Formal Group Presentation Each group sends a representative (or all members take turns) to make a formal presentation in front of the class. The presentation time of each group is 3-5 minutes. During the presentation, other students listen carefully, take notes, and pay attention to the content, language, structure and performance of the presentation. The teacher reminds students to pay attention to the following points when making the presentation: (1) The opening should be attractive, and the core view should be put forward clearly; (2) The main body should be logical, the examples should be appropriate, and the key expressions should be used flexibly; (3) The closing should be concise and powerful, and the view should be summarized again; (4) The speech should be fluent, the intonation should be natural, the eye contact with the audience should be sufficient, and the body language should be appropriate. During the presentation, the teacher does not interrupt the students' speech at will, but records the advantages and shortcomings of each group's presentation, so as to provide targeted feedback and evaluation later. Design Intention: Formal presentation is the key link of this lesson, which is the concrete embodiment of students' language ability, thinking quality and cooperative ability. Through formal presentation, students can show the results of their group cooperation, improve their oral expression ability and on-site performance ability, and enhance their self-confidence. Letting other students listen carefully can cultivate their listening ability and ability to evaluate others objectively. Activity 2: Multi-dimensional Evaluation After all groups finish their presentations, the teacher organizes a multi-dimensional evaluation activity, which includes student self-evaluation, group mutual evaluation and teacher evaluation. 1. Student self-evaluation: Each group's representative summarizes the advantages and shortcomings of their group's presentation, including the preparation process, the quality of the script, the performance of the presenter, etc., and puts forward improvement measures. 2. Group mutual evaluation: Each group selects a representative to evaluate the presentation of another group. The evaluation should focus on the following aspects: (1) Whether the view is clear and positive; (2) Whether the structure is logical and the content is complete; (3) Whether the language is accurate, fluent and the key expressions are used flexibly; (4) Whether the presenter's performance is natural and confident. The evaluation should be objective and fair, and put forward constructive suggestions. 3. Teacher evaluation: The teacher makes a comprehensive evaluation of each group's presentation. First, affirm the advantages of each group, such as clear views, appropriate examples, fluent speech, etc., and praise the groups and individuals who perform well; then, point out the common shortcomings, such as unclear logical structure, improper use of expressions, insufficient eye contact, etc., and put forward specific improvement suggestions; finally, summarize the key points of the presentation, emphasize that the core of the presentation is to express views clearly and logically, and remind students to pay attention to the combination of language and performance. In the evaluation process, the teacher should pay attention to encouraging students, protect their enthusiasm and self-confidence, and let students know their own advantages and shortcomings through evaluation, so as to improve their ability in the future. Design Intention: Multi-dimensional evaluation can make the evaluation more comprehensive and objective, help students understand their own performance from different angles, and improve their ability of self-reflection and evaluation. Student self-evaluation and mutual evaluation can cultivate students' independent thinking ability and cooperative spirit, while teacher evaluation can provide professional guidance and help students clarify the direction of improvement. Step 5: Summary and Extension (Consolidation and Application) Activity 1: Lesson Summary The teacher summarizes the content of this lesson: "In today's class, we have learned the key expressions for presenting views, analyzed the model of presentation, completed the group presentation task through cooperative learning, and received multi-dimensional evaluation. Through this lesson, we not only improved our oral expression and logical thinking abilities, but also further understood the connotation of true beauty - true beauty lies in noble inner quality, not perfect appearance." Then, the teacher reviews the key points of the presentation again: clear views, logical structure, appropriate examples, fluent language and natural performance. At the same time, the teacher reminds students to apply the knowledge and skills learned in this lesson to their daily English communication and future study. Design Intention: Summarizing the lesson can help students sort out the knowledge and skills learned in this lesson, form a systematic understanding, and consolidate the learning effect. Reviewing the key points of the presentation can help students deepen their memory and apply them flexibly in future study and life. Activity 2: Extended Practice The teacher assigns extended tasks to students, which are divided into two parts: 1. Individual task: Revise the presentation script of your group according to the evaluation suggestions, and record a 3-5 minute presentation video by yourself, which will be submitted to the teacher for review in the next class. At the same time, write a short passage (about 100 words) to express your own views on true beauty, using the key expressions learned in this lesson. 2. Group task: Collect stories of people who have noble inner quality but ordinary appearance, sort out these stories, and make a small handwritten newspaper or PPT, which will be displayed in the classroom later. The handwritten newspaper or PPT should include the story content, the views on true beauty, and the key expressions learned in the unit. Design Intention: Extended practice can help students consolidate the knowledge and skills learned in this lesson, extend the learning content from the classroom to daily life, and improve their ability of language application and independent learning. Individual tasks can help students improve their oral expression and writing ability, while group tasks can further cultivate students' cooperative spirit and practical ability, and deepen their understanding of the theme of true beauty. Activity 3: Emotional Education and Value Guidance The teacher ends the class with a short speech: "In today's society, many people pursue perfect appearance, but they ignore the cultivation of inner quality. Through this unit's study and today's presentation activity, I hope everyone can establish a correct view of beauty, not judge others by their appearance, pay more attention to their own inner cultivation, and become a person with true beauty. Remember, a kind heart, a brave spirit and a sincere attitude are the most precious wealth, and they are also the true embodiment of beauty." Design Intention: Combining the teaching content with emotional education and value guidance can realize the educational function of English teaching, help students establish correct values and outlooks on life, and achieve the goal of cultivating students' core literacy. It can also make the lesson more meaningful and leave a deep impression on students. 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 $