Unit 5 Into the Unknown-Presenting ideas 教案-2025-2026学年高中英语外研版选择性必修第四册

Unit 5 Into the Unknown-Presenting ideas 教学目标和重难点 1. 教学目标 Language Ability: Students can master and use words, phrases and sentence patterns related to exploration to express views and reflect on exploration processes. Cultural Awareness: They understand and respect the spirit of exploration across different cultures. Thinking Quality: It stimulates critical and creative thinking, encouraging multi-angle analysis of exploration topics. Learning Ability: It cultivates autonomous and cooperative learning skills, enabling students to actively acquire and apply relevant knowledge in practice. 2. 教学重难点 Key Points: Mastering expressions for presenting views (e.g., In my opinion, I believe that) and logical connectives (e.g., However, In addition); learning to organize arguments coherently and use reflective writing skills. Difficult Points: Expressing abstract views concretely and accurately in English; applying reflective writing skills proficiently; maintaining logical coherence in discussions and avoiding argumentative jumps or confusion. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Brainstorming - "What Do We Know About Exploration?" The teacher starts the class by showing pictures and short video clips about famous exploration events, such as the exploration of the Maya civilization, the mystery of the human brain, and the deep-sea diving. Then, the teacher asks students to work in pairs and brainstorm words, phrases and sentences related to exploration. For example, words like "explore", "mystery", "discover", "adventure", phrases like "dive deep into", "search for", "uncover the truth", and sentences like "Exploration helps us understand the world better." After 5 minutes of pair discussion, several groups are invited to share their brainstorming results, and the teacher writes the key contents on the blackboard or shows them on the screen. Design Intention: This activity uses multi-modal resources (pictures, videos) to attract students’ attention and arouse their interest in the theme of "exploring the unknown". Brainstorming in pairs helps activate students’ prior knowledge and existing language reserves related to exploration, laying a solid foundation for the subsequent presenting ideas activities. It also cultivates students’ cooperative learning ability and quick thinking ability. Activity 2: Interpreting the Famous Quote The teacher presents Marcel Proust’s famous quote: "The real voyage of discovery consists not in seeking new landscapes, but in having new eyes." The teacher first asks students to read the quote silently twice, then invites them to explain the meaning of the quote in their own words. After that, the teacher guides students to discuss: "Do you agree with this quote? Why or why not? What does it tell us about the way of exploring the world?" Students can express their views freely, and the teacher gives appropriate comments and guidance, emphasizing that exploration is not only about going to new places but also about looking at the world with a new perspective. Design Intention: Interpreting the famous quote is closely related to the core content of Presenting Ideas. It helps students understand the profound connotation of exploration, inspires their thinking about the way of exploration, and lays a ideological foundation for them to present their own views later. At the same time, it improves students’ ability to understand and express complex sentences and enriches their language expression. Step 2: Presentation of Key Knowledge (Language Input) Activity 1: Learning Expressions for Presenting Views The teacher summarizes the expressions for presenting views that students mentioned in the brainstorming session, and supplements more formal and practical expressions suitable for senior high school students. For example: Expressing personal opinions: In my opinion / From my point of view / As far as I am concerned / I firmly believe that / I argue that; Providing reasons: Because / Since / As / The reason is that / It is because...; Adding opinions: In addition / Besides / What’s more / Furthermore; Contrasting opinions: However / On the contrary / In contrast / While. The teacher explains the usage of each expression with specific examples related to exploration. For example, "As far as I am concerned, exploring the unknown is necessary because it helps promote the progress of human society." Then, the teacher asks students to make sentences with these expressions in pairs, using the theme of exploration. After that, the teacher invites some students to share their sentences and corrects any mistakes in usage or grammar. Design Intention: This activity focuses on solving the key point of "mastering expressions for presenting views". By summarizing, supplementing and exemplifying, students can clearly understand the usage of relevant expressions. Making sentences in pairs enables students to apply the learned expressions in practice immediately, deepening their memory and improving their language application ability. The teacher’s correction helps students avoid common mistakes and standardize their language expression. Activity 2: Learning Reflective Writing Skills The teacher explains that reflective writing is an important part of Presenting Ideas, which requires students to summarize their exploration process, evaluate their own performance, and put forward improvement suggestions. The teacher introduces the basic structure of reflective writing: 1. Brief introduction of the exploration activity; 2. Evaluation of one’s own performance (strengths and weaknesses); 3. Reasons for the strengths and weaknesses; 4. Improvement suggestions for the future. Then, the teacher shows a sample reflective writing about exploring a small mystery in daily life, and analyzes its structure and language features with students. For example, the sample starts with "Last week, I tried to explore why the potted plant on my desk withered quickly", then introduces the process of exploration, points out that the strength is careful observation and the weakness is lack of professional knowledge, and finally puts forward suggestions of learning plant maintenance knowledge. Design Intention: This activity aims to help students master reflective writing skills, which is one of the key points of this section. By introducing the structure and analyzing samples, students can have a clear understanding of how to write a reflective article. The sample closely combines daily life, making it easier for students to understand and imitate, laying a foundation for their subsequent reflective writing practice. Activity 3: Reviewing Key Vocabulary and Sentence Patterns The teacher reviews the key vocabulary and sentence patterns related to exploration in Unit 5, such as "bury", "correspond", "abandon", "ruin", "apply...to...", "be buried in", and noun clauses (e.g., What makes the exploration so meaningful is that...; The reason why people explore the unknown is that...). The teacher asks students to read the vocabulary and sentences aloud, and then explains the collocations and usage of key words with examples. For example, "bury" can be used in the structure "be buried in sth" which means "be absorbed in sth", such as "He was buried in exploring the mystery of the ancient city." Then, the teacher organizes a quick response activity: the teacher says a Chinese meaning, and students respond with the corresponding English word or phrase; the teacher says a sentence pattern, and students make a new sentence with it. Design Intention: Reviewing the key vocabulary and sentence patterns of the unit helps students connect the knowledge of the whole unit, ensuring that they can use the learned language knowledge flexibly in the process of presenting ideas. The quick response activity increases the interactivity of the class, mobilizes students’ enthusiasm, and strengthens their memory of key knowledge. Step 3: Guided Practice (Language Application) Activity 1: Group Discussion - "My Exploration Experience" The teacher divides students into groups of 4-5, and asks each group to discuss the topic "My Exploration Experience". Each student needs to share an exploration experience in their life, which can be exploring a natural phenomenon, a historical mystery, a new skill, or even a small problem in daily life. When sharing, students should use the expressions for presenting views and key vocabulary learned in the previous step, and briefly talk about the process of exploration, their feelings and gains. The group members listen carefully and can ask questions or put forward supplementary opinions. The teacher walks around the classroom, observes the discussion of each group, provides guidance to students who have difficulties in expression, and reminds students to pay attention to the logical coherence of their expression. Design Intention: This activity is a transition from language input to language application, which helps students apply the learned expressions and vocabulary to practical communication. Group discussion provides a relaxed and interactive environment for students, enabling them to express their views freely and improve their oral expression ability. It also cultivates students’ listening ability and cooperative learning ability, and enriches their materials for subsequent presenting ideas. Activity 2: Individual Writing - Reflective Note On the basis of group discussion, the teacher asks students to write a reflective note about their own exploration experience. The reflective note should follow the structure introduced earlier, including the introduction of the exploration activity, the evaluation of their own performance, the reasons for strengths and weaknesses, and improvement suggestions. Students need to use at least 5 expressions for presenting views and 3 key vocabulary words of the unit. The teacher reminds students to pay attention to the logical coherence of the article, the correctness of grammar and the appropriateness of vocabulary. During the writing process, the teacher walks around to answer students’ questions and provide guidance for students who have difficulties in writing. Design Intention: This activity focuses on training students’ written expression ability and reflective writing skills, which is the key and difficult point of this section. Writing a reflective note based on their own experience makes it easier for students to express their true feelings and ensure the authenticity and richness of the content. The requirement of using specific expressions and vocabulary helps students consolidate the learned knowledge and improve their language application ability. The teacher’s on-site guidance can timely solve students’ problems and help them improve their writing level. Activity 3: Peer Evaluation After students finish writing the reflective note, the teacher asks them to exchange their works with their deskmates for peer evaluation. The teacher provides an evaluation checklist: 1. Are the expressions for presenting views used correctly and appropriately? 2. Are the key vocabulary and sentence patterns of the unit used? 3. Is the structure of the reflective note complete? 4. Is the logic coherent and the language accurate? 5. Are there any grammar or spelling mistakes? Students evaluate their deskmates’ works according to the checklist, put forward modification suggestions, and then return the works to their deskmates. Students revise their own reflective notes according to the suggestions. Design Intention: Peer evaluation can help students learn from each other, find their own advantages and disadvantages in writing, and improve their ability to evaluate and modify articles. The evaluation checklist makes the evaluation more targeted and standardized, helping students clarify the evaluation criteria. Revising the works according to the suggestions can further improve students’ writing level and cultivate their rigorous learning attitude. Step 4: Presentation and Evaluation (Language Output & Feedback) Activity 1: Class Presentation The teacher invites 3-4 students to present their reflective notes to the whole class. When presenting, students should stand upright, speak clearly and fluently, and express their views and feelings naturally. After each student’s presentation, the teacher asks other students to comment on their performance, including the advantages and areas for improvement, with reference to the evaluation checklist. Then, the teacher makes a summary evaluation, affirming the students’ achievements in presentation, pointing out the common problems (such as incorrect use of expressions, unclear logic, etc.), and giving specific improvement suggestions. Design Intention: Class presentation is an important form of language output, which can fully display students’ learning results and improve their oral expression ability and self-confidence. Asking other students to comment can cultivate their listening ability and evaluation ability, and the teacher’s summary evaluation can help students further clarify their shortcomings and direction of improvement, ensuring the effectiveness of the teaching. Activity 2: Theme Speech - "The Significance of Exploration" The teacher guides students to expand the topic from personal exploration experience to the significance of exploration for individuals and human society. The teacher asks students to work in groups again, discuss "What is the significance of exploring the unknown?" and prepare a 2-3 minute group speech. Each group selects a representative to give the speech, and the speech should include the group’s views on the significance of exploration, supporting reasons and specific examples (such as the exploration of the Maya civilization, the research on the human brain, etc.). The teacher reminds students to use the expressions for presenting views and logical connectives learned in the class, and pay attention to the coherence and persuasiveness of the speech. Design Intention: This activity elevates the theme of the class, enabling students to have a deeper understanding of the significance of exploration, and cultivating their critical thinking and logical reasoning ability. Preparing and delivering group speeches can improve students’ oral expression ability, cooperative learning ability and organizational ability. Using specific examples can make the speech more persuasive and help students connect the knowledge of the unit with real life. Activity 3: Comprehensive Evaluation The teacher makes a comprehensive evaluation of the students’ performance in the whole class, including their participation in brainstorming, group discussion, writing and presentation. The teacher affirms the efforts and progress of each student, especially praising the students who have made obvious progress in language expression and thinking. At the same time, the teacher summarizes the key and difficult points of this class, reminds students to review and consolidate the learned knowledge after class, and puts forward specific requirements for after-class practice. Design Intention: Comprehensive evaluation can help students understand their own learning situation, enhance their learning confidence and motivation. Affirming students’ progress can stimulate their learning enthusiasm, and summarizing the key and difficult points can help students sort out the knowledge system and strengthen their memory. Putting forward after-class practice requirements can ensure the continuity of learning and help students further consolidate and apply the learned knowledge. Step 5: Extension and Consolidation (After-class Practice & Application) Activity 1: After-class Writing The teacher assigns an after-class writing task: Write a short essay titled "The Importance of Exploring the Unknown", with a length of 150-200 words. The essay should include the significance of exploring the unknown, specific examples and personal views. Students need to use the expressions for presenting views, logical connectives and key vocabulary learned in the class, and pay attention to the structure and logical coherence of the essay. Design Intention: After-class writing is an extension of in-class writing practice, which helps students further consolidate reflective writing skills and language expression ability. The topic of the essay is closely related to the theme of the unit, enabling students to deepen their understanding of the significance of exploration and apply the learned knowledge flexibly. Activity 2: Group Research The teacher asks students to form groups of 4-5, choose a topic related to exploring the unknown (such as the mystery of the Bermuda Triangle, the exploration of outer space, the origin of life, etc.), conduct simple research, collect relevant information, and prepare a research report. The research report should include the background of the topic, the current research situation, existing mysteries and the group’s views. Each group will present their research report in the next class. Design Intention: Group research can cultivate students’ autonomous learning ability, information collection and sorting ability, and cooperative learning ability. Choosing topics related to exploring the unknown can further arouse students’ interest in the theme and expand their horizons. Preparing and presenting research reports can improve students’ oral and written expression ability and logical reasoning ability, and realize the migration and application of knowledge. Activity 3: Vocabulary and Sentence Pattern Consolidation The teacher asks students to review the expressions for presenting views, key vocabulary and sentence patterns learned in this class, make a vocabulary and sentence pattern handbook, and write 5-8 sentences with different expressions and vocabulary, which are related to the theme of exploration. Students can exchange their handbooks with their classmates after class to learn from each other. Design Intention: This activity helps students consolidate the learned language knowledge, strengthen their memory, and form a good learning habit of sorting out knowledge. Exchanging handbooks with classmates can promote mutual learning and improve students’ language application ability. Step 6: Summary and Reflection The teacher leads students to summarize the content of this class, including the expressions for presenting views, reflective writing skills, key vocabulary and sentence patterns, and the theme of exploring the unknown. The teacher asks students to reflect on their own learning situation in this class: What have I learned? What are my strengths and weaknesses? What should I improve in the future? Students can express their reflections freely, and the teacher gives appropriate guidance and encouragement. Design Intention: Summarizing the class content helps students sort out the knowledge system and strengthen their memory. Asking students to reflect on their own learning situation can cultivate their self-reflection ability, enable them to clearly understand their own shortcomings, and put forward targeted improvement plans, which is conducive to the sustainable development of their learning ability. 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 $