Unit 2 A life's Work-Presenting ideas 教案-2025-2026学年高中英语外研版选择性必修第三册

Unit 2 A life's Work-Presenting ideas 内容导航 This section centers on the theme of "a life's work" and focuses on presenting ideas effectively. It starts with two opposite views from James and Ivy on "devoting one's life to one thing or trying many things", guides students to discuss, analyze and express their own opinions, and finally enables students to present their views on the spirit of craftsmanship and life choices through debates and presentations, integrating the language knowledge and emotional experience learned in the unit. It helps students improve their ability to present ideas in English and form a rational understanding of life and work. 教学目标和重难点 1. 教学目标 Language Ability: Master key words, phrases and sentence patterns related to presenting ideas, and be able to express, argue and present personal views in fluent English. Cultural Awareness: Understand the connotation of the spirit of craftsmanship in different cultural contexts, respect diverse life choices, and enhance cross-cultural communication awareness. Thinking Quality: Cultivate critical thinking and logical reasoning ability through analyzing different views, organizing arguments and participating in debates. Learning Ability: Improve autonomous learning and cooperative learning abilities by completing group discussions, debates and other tasks, and form good learning strategies for expressing and presenting ideas. 2. 教学重难点 Key Points: Master the key vocabulary and sentence patterns for presenting and arguing views, such as words related to the spirit of craftsmanship and transition words for arguments; understand the structure of presenting ideas (putting forward views, providing arguments and supporting examples); be able to clearly and logically express personal views on life choices and the spirit of craftsmanship. Difficult Points: Flexibly use complex sentence patterns and transition words to ensure the coherence and logic of views; put forward persuasive arguments and supporting examples in debates; correctly understand and balance the relationship between "devoting to one thing" and "trying many things". 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Daily Discussion The teacher starts the class with an open question: “What do you want to do in your future career? Do you want to focus on one field and become an expert, or try different jobs to enrich your life?” Ask students to think for 2 minutes and then invite 3-4 students to share their answers in English. After each student shares, the teacher gives simple comments, focusing on encouraging students to express themselves bravely and correcting obvious grammatical mistakes gently. Design Intention: This activity is closely connected with students’ own life plans and future expectations, which can quickly arouse students’ interest in the class theme. By asking open questions, it provides students with opportunities to express their initial views freely, activates their existing language reserves related to career and life choices, and lays a foundation for the subsequent study of presenting ideas. At the same time, the gentle comment method can protect students’ enthusiasm for speaking English and create a relaxed and active classroom atmosphere. Activity 2: Theme Introduction The teacher shows the pictures of two typical figures on the screen: one is Wang Jin, a watch repairman who has devoted himself to watch repair for decades and inherited the spirit of craftsmanship; the other is a young person who has tried multiple jobs such as designer, photographer and volunteer. Then the teacher says: “Today, we will learn about two different views on ‘a life's work’ from James and Ivy. They have different opinions on whether to spend a lifetime doing one thing or try many things. Let’s explore together and learn how to present our own ideas clearly and logically.” Design Intention: By showing specific figures, the abstract theme of “a life's work” is visualized, helping students better understand the core of the discussion. The contrast between the two figures can naturally lead to the two opposite views in the textbook, stimulate students’ curiosity to explore different views, and smoothly transition to the main content of the lesson. At the same time, it subtly infiltrates the spirit of craftsmanship, laying an emotional foundation for the subsequent cultural awareness cultivation. Step 2: Pre-Presentation (Input and Preparation) Activity 1: Vocabulary and Sentence Pattern Input 1. The teacher lists the key vocabulary and phrases related to presenting ideas on the blackboard or PPT, including core words (devote, master, admire, regret, craftsmanship, dedication, argument, support, oppose), phrases (devote oneself to, master a craft, take sides, in support of, on the contrary, in my opinion, as far as I am concerned), and transition words (firstly, besides, however, therefore, in addition). For each word and phrase, the teacher gives simple and easy-to-understand English explanations and example sentences combined with the theme of the unit. For example, for “devote oneself to”, the example sentence is “Wang Jin has devoted himself to watch repair for decades and become a master of his craft.” For “in support of”, the example sentence is “I have three reasons in support of my view that we should focus on one thing in our life.” 2. The teacher focuses on explaining the sentence patterns commonly used in presenting and arguing views, such as: ① I agree with... because... ② I disagree with... for the reason that... ③ From my point of view, it is better to... ④ One of the main arguments in support of my view is... ⑤ On the other hand, some people hold the opposite opinion that... The teacher demonstrates how to use these sentence patterns in specific contexts, and asks students to read the example sentences aloud twice to familiarize themselves with the pronunciation and usage. 3. After explaining, the teacher organizes a quick oral practice: ask students to use the learned words, phrases and sentence patterns to express their views on “whether students should focus on one subject or learn all subjects well”. Students can answer freely, and the teacher guides them to use the newly learned language points correctly. Design Intention: Vocabulary and sentence patterns are the basis for presenting ideas. By focusing on inputting the language points closely related to the theme, it helps students solve the language barrier in expressing views. The example sentences combined with the unit theme can make students better understand the application scenario of language points, and the quick oral practice can help students consolidate the learned knowledge in time, realize the transition from input to initial output, and lay a solid language foundation for the subsequent presentation and debate activities. Activity 2: Reading and Analyzing the Two Views 1. The teacher asks students to read the two views from James and Ivy in the textbook carefully. During reading, students need to finish two tasks: ① Underline the key sentences that express their views; ② Summarize the core views of James and Ivy respectively. 2. After reading, the teacher invites students to share their answers. The teacher summarizes and sorts out: James can’t understand why some people spend their whole life doing just one thing; he prefers to try as many different things as possible to avoid regret. Ivy admires those who devote their whole lives to one thing, believing that they not only master their skills but also master their lives, and she hopes to dedicate herself to a craft and master it one day. 3. The teacher guides students to analyze the structure of the two views: both of them first put forward their own views, then briefly explain the reasons, and express their emotions (regret, admiration). The teacher emphasizes: “When presenting our own ideas, we can learn from this structure: first clearly put forward our views, then provide reasons or examples to support our views, so that our expression is more logical and convincing.” 4. The teacher asks students to read the two views again, pay attention to the use of transition words and sentence patterns, and discuss in pairs: “What are the similarities and differences between James’ and Ivy’s views? Which view do you agree with more? Why?” After 3 minutes of discussion, invite 2-3 pairs to share their discussion results. Design Intention: Reading and analyzing the two views in the textbook is the key link of input. By letting students find key sentences and summarize core views, it helps students understand the content of the views and master the basic structure of presenting ideas. The pair discussion activity can stimulate students’ thinking, let them fully express their initial understanding of the two views, and lay a foundation for the subsequent group discussion and debate. At the same time, guiding students to pay attention to the use of transition words and sentence patterns can help them learn from the excellent expression methods in the textbook and improve their ability to organize language. Step 3: While-Presentation (Practice and Improvement) Activity 1: Group Discussion and Argument Organization 1. The teacher divides students into groups of 4-5, and divides the groups into two sides: Side A supports James’ view (prefer to try many different things in life), and Side B supports Ivy’s view (devote oneself to one thing in life). Each group elects a group leader to organize the discussion and record the key points. 2. The teacher puts forward the discussion requirements: ① Each group member should express their own views and reasons; ② The group leader should sort out the group’s arguments and supporting examples, and ensure that each argument has corresponding examples (such as famous people’s stories, real-life cases, or their own experiences); ③ Use the learned words, phrases and sentence patterns to organize the language, and pay attention to the coherence and logic of the expression; ④ Discuss and predict the possible opposing arguments from the other side, and prepare corresponding counterarguments. 3. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance. For groups with slow discussion progress, the teacher gives hints, such as: “You can think about the advantages of trying many things, such as enriching life experience, finding your true interest, etc.” For groups that have difficulty putting forward examples, the teacher reminds them of the figures learned in the unit, such as Cunningham, Wang Jin, or other famous people they know. For groups with language expression problems, the teacher helps them correct mistakes and guide them to use the learned sentence patterns correctly. Design Intention: Group discussion is an important link to cultivate students’ cooperative learning ability and thinking quality. By dividing into two sides, it can stimulate students’ sense of competition and enthusiasm for participation. The clear discussion requirements can guide students to carry out the discussion in an orderly manner, help them sort out their own views and arguments, and improve their ability to organize language and think logically. The teacher’s on-site guidance can solve the problems encountered by students in the discussion in time, ensure that each group can complete the discussion task smoothly, and help students with different levels improve together. Activity 2: Group Presentation and Peer Evaluation 1. Each side selects 2-3 groups to present their views, arguments and supporting examples. The group leader is responsible for the main presentation, and other members can supplement. The presentation time of each group is 3-4 minutes. During the presentation, the teacher asks other students to listen carefully and record the key points of the presenting group, including their views, arguments, examples and the use of language points. 2. After each group’s presentation, the teacher organizes peer evaluation. The evaluation standards are: ① Whether the view is clear and distinct; ② Whether the arguments are sufficient and persuasive; ③ Whether the examples are appropriate; ④ Whether the language is fluent and whether the learned words, phrases and sentence patterns are used correctly; ⑤ Whether the expression is logical and coherent. Students can put forward their own opinions and suggestions, and the teacher gives appropriate guidance and supplements. For example, if a group’s examples are not appropriate, the teacher can guide them to think of more suitable examples; if a group uses few transition words, the teacher can remind them to add transition words to improve the coherence of the expression. 3. After all groups finish presenting, the teacher summarizes the presentation situation: affirms the advantages of each group, such as clear views, sufficient arguments, and fluent language; points out the common problems, such as inappropriate examples, incorrect use of sentence patterns, and lack of coherence; and puts forward improvement suggestions, such as paying attention to the connection between arguments and examples, and flexibly using transition words to make the expression more logical. Design Intention: Group presentation is an important form of output, which can test students’ ability to present ideas comprehensively. Through presentation, students can exercise their oral expression ability and improve their confidence in speaking English. Peer evaluation can let students learn from each other, find their own advantages and disadvantages, and improve their ability to evaluate and appreciate others’ expressions. The teacher’s summary and guidance can help students sort out the key points of presenting ideas, correct common mistakes, and further improve their ability to present ideas. Activity 3: Debate Practice 1. Based on the group discussion and presentation, the teacher organizes a class debate. The two sides are still Side A (prefer to try many different things) and Side B (devote oneself to one thing). The debate follows the basic rules: ① The first debater of each side presents the group’s views and main arguments (2 minutes per side); ② The second and third debaters of each side supplement the arguments and examples, and refute the opposing side’s views (3 minutes per side); ③ The fourth debater of each side summarizes the views and arguments of their own side, and refutes the opposing side’s views (2 minutes per side); ④ There is a free debate session (5 minutes), during which each member of both sides can express their views and refute the opposing side. 2. Before the debate, the teacher reminds students to pay attention to: ① Speak politely and respect the opposing side; ② Express clearly and fluently, and use the learned words, phrases and sentence patterns correctly; ③ Focus on the key points when refuting, and put forward persuasive counterarguments; ④ Pay attention to the logic and coherence of the expression, and use transition words reasonably. 3. During the debate, the teacher acts as the host and referee, guiding the debate to carry out in an orderly manner, reminding students to abide by the rules, and stopping inappropriate expressions in time. At the same time, the teacher records the performance of both sides, including the use of language points, the logic of arguments, and the ability to refute. 4. After the debate, the teacher comments on the debate situation: affirms the positive performance of both sides, such as active participation, clear arguments, and flexible refutation; points out the existing problems, such as insufficient preparation for counterarguments, incorrect use of language points, and lack of fluency in expression; and guides students to realize that both views have their own rationality, and there is no absolute right or wrong. The key is to combine their own characteristics and life goals to make appropriate choices. Design Intention: Debate is a higher-level form of presenting ideas, which can comprehensively exercise students’ oral expression ability, logical reasoning ability, critical thinking ability and reaction ability. Through debate, students can further consolidate the learned language knowledge, and learn to put forward arguments, refute opposing views, and maintain their own views in English. The teacher’s guidance and comments can help students understand the skills of debate, correct their mistakes, and at the same time guide students to form a rational view on life choices, which is conducive to the cultivation of their thinking quality and emotional attitude. Step 4: Post-Presentation (Consolidation and Extension) Activity 1: Individual Writing Practice The teacher asks students to write a short passage (120-150 words) about their views on “a life's work”. The requirements are: ① Clearly put forward their own views (either support James’ view, Ivy’s view, or put forward their own unique views); ② Provide at least two arguments and corresponding examples to support their views; ③ Use the learned words, phrases and sentence patterns, and pay attention to the logic and coherence of the passage; ④ Write neatly and correctly, without obvious grammatical mistakes. 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, reminding them of the use of language points, and correcting obvious grammatical mistakes. For students who finish writing early, the teacher asks them to check their own passages, pay attention to the logic, grammar and spelling, and revise and improve them. After writing, the teacher collects some students’ passages (including excellent passages and passages with common problems), displays them on the screen, and comments on them. For excellent passages, the teacher affirms their advantages, such as clear views, sufficient arguments, and correct use of language points, and asks other students to learn from them. For passages with problems, the teacher points out the mistakes and gives revision suggestions, guiding students to correct them by themselves. Design Intention: Writing is a kind of written output, which can complement oral expression and help students consolidate the learned language knowledge and presenting skills. The clear writing requirements can guide students to organize their ideas and language in an orderly manner, and improve their ability to express views in written English. The teacher’s on-site guidance and post-writing comments can help students solve the problems encountered in writing, correct mistakes, and further improve their writing ability and the ability to present ideas. Activity 2: Theme Expansion and Reflection 1. The teacher plays a short video (3-4 minutes) about the spirit of craftsmanship, which includes the stories of different craftsmen (such as Wang Jin, the watch repairman, and Cunningham, the photographer) who devote themselves to their careers. After watching the video, the teacher asks students to discuss in pairs: “What is the spirit of craftsmanship in your opinion? How can we develop such a spirit in our daily study and life?” 2. After 3 minutes of discussion, invite students to share their views. The teacher summarizes: The spirit of craftsmanship refers to the dedication, concentration, pursuit of perfection and continuous improvement in one’s career. In daily study, we can develop this spirit by focusing on our studies, pursuing excellence in every task, and persisting in overcoming difficulties. In life, we can develop this spirit by being serious and responsible for every little thing. 3. The teacher guides students to reflect on the lesson: “What have you learned in this lesson? How have your abilities to present ideas improved? What do you think about the theme of ‘a life's work’ now?” Students can share their reflections freely, and the teacher encourages them to combine their own life experiences and future plans to talk about their gains and insights. Design Intention: The theme expansion activity connects the content of the lesson with the spirit of craftsmanship, which enriches the connotation of the lesson and helps students deepen their understanding of the theme. The reflection activity can help students sort out the knowledge and skills learned in the lesson, clarify their own gains and deficiencies, and improve their learning ability. At the same time, it guides students to connect the content of the lesson with their own life and future, so that the emotional attitude and values education can be integrated into the teaching process naturally. Activity 3: Homework Arrangement 1. Revise the short passage written in class according to the teacher’s comments and peer suggestions, and improve the content and language expression. 2. Collect one story of a person who devotes himself to his career (either a craftsman, a scientist, or an ordinary person), and prepare a 2-minute oral presentation to introduce the person’s story and express his own views on his life choice. 3. Review the key words, phrases and sentence patterns learned in this lesson, and make a mind map to sort out the knowledge points. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class. Revising the short passage can further improve students’ writing ability and the ability to present ideas. Collecting stories and preparing oral presentations can enrich students’ materials, exercise their oral expression ability, and deepen their understanding of the theme of “a life's work”. Making a mind map can help students sort out the knowledge points systematically and improve their learning efficiency. Step 5: Summary and Feedback The teacher summarizes the whole lesson: “In this lesson, we learned about James’ and Ivy’s different views on ‘a life's work’, mastered the key words, phrases and sentence patterns for presenting ideas, and exercised our ability to present views through group discussion, presentation, debate and writing. We also discussed the spirit of craftsmanship and understood that everyone can choose their own life path according to their own characteristics. I hope you can apply the skills learned today to your daily study and life, and bravely express your own views.” After the summary, the teacher asks students to fill in a simple feedback form (in English) to express their feelings about the lesson, the difficulties they encountered, and the suggestions for the lesson. The feedback form includes three questions: ① What do you think is the most helpful part of this lesson? ② What difficulties did you encounter in this lesson? ③ What suggestions do you have for the teacher? Design Intention: The summary can help students sort out the key content of the whole lesson, deepen their memory and understanding. The feedback form can help the teacher understand the effect of the lesson, grasp the difficulties encountered by students, and adjust the teaching methods and content in the next lesson, so as to improve the teaching effect and meet the learning needs of students better. 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 $