Unit 3 Dancing with Words-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版必修第一册

Unit 3 Dancing with Words-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Enable students to master key words and sentence patterns related to the unit theme, and improve their ability to use English in practical communication such as describing, discussing and writing. Cultural Awareness: Guide students to understand the cultural connotation behind words and the diversity of language expression in different cultures, and cultivate respect for multiculturalism. Thinking Quality: Train students’ logical thinking and critical thinking through practical tasks, and help them form the habit of analyzing and solving problems in English. Learning Ability: Guide students to master effective learning strategies such as cooperative learning and autonomous exploration, and stimulate their initiative and enthusiasm for English learning. 教学重难点 Key Points: Master the key vocabulary and sentence patterns in this section, be able to use them flexibly in practical scenarios; understand the requirements of various practical tasks and complete them independently or cooperatively. Difficult Points: Use the learned language knowledge to express personal views and feelings accurately and fluently in practical communication; flexibly apply learning strategies to solve problems encountered in the process of completing tasks. 教学过程 Step 1: Lead-in (Lead-in) The teacher starts the class with a question: “Do you think words can dance? How can we make words ‘dance’ in English?” Then, the teacher shows some interesting English sentences and short passages related to the unit theme, such as personified descriptions of words and vivid expressions of emotions, and asks students to read them aloud together. After reading, the teacher invites several students to share their feelings, guiding them to realize that appropriate use of words can make language more vivid and vivid, just like “dancing”. Finally, the teacher introduces the topic of this lesson: “Today, we will learn Section 2 Learning Through Practice, and through a series of practical tasks, we will learn to make words ‘dance’ and improve our English application ability.” Design Intention: The question-based lead-in is used to arouse students’ curiosity and interest in the lesson, stimulate their desire to explore. By presenting vivid language materials, students can initially perceive the charm of flexible language use, lay a emotional and cognitive foundation for the subsequent practical tasks, and naturally lead to the theme of the lesson, realizing the connection between the previous knowledge and the new lesson. Step 2: Presentation of Key Knowledge (Presentation) First, the teacher presents the key vocabulary and sentence patterns of this section through PPT, including core words such as “express, vivid, emotion, convey, create” and key sentence patterns such as “It is + adj. + to do sth.”, “We can use... to express...”, “Through... we can make words more...”. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives example sentences closely related to the unit theme, such as “We can use vivid words to express our true emotions.” “It is important to convey our ideas clearly through words.” For key sentence patterns, the teacher analyzes their structure and usage, and invites students to make simple sentences according to the example sentences to ensure that students have a preliminary grasp of the basic meaning and usage of vocabulary and sentence patterns. Then, the teacher combines the content of the previous section, briefly reviews the theme of the unit “Dancing with Words”, and points out that the core of this lesson is to apply the learned knowledge to practical tasks, so that words can play a greater role in communication. The teacher emphasizes: “Learning English is not only about memorizing words and sentences, but also about using them flexibly to express ourselves and communicate with others. Today’s practical tasks will help us achieve this goal.” Design Intention: This link focuses on solving the problem of students’ basic language knowledge reserve. By clearly presenting and explaining key vocabulary and sentence patterns, students can lay a solid foundation for the subsequent practical tasks. The combination of review and new knowledge presentation helps students form a systematic knowledge framework, and the teacher’s emphasis on the practicality of English guides students to establish the concept of “learning for use”, which lays the foundation for the smooth development of the following teaching links. Step 3: Practical Task 1: Word Creation (Practice Task 1: Word Creation) The teacher divides the students into groups of 4-5, and assigns the first practical task: Word Creation. The specific requirements of the task are: Each group is given a core word related to the unit theme (such as “joy, sadness, courage, friendship”), and they need to use the key vocabulary and sentence patterns learned in this lesson to create a short paragraph (about 50 words). The paragraph should be vivid and emotional, and try to make the words “dance” through flexible collocation and expression. The teacher gives an example: If the core word is “joy”, you can write: “Joy is a warm light in our life. We can use bright words to express it, such as ‘cheerful, bright, delightful’. When we talk about joy, our words will become lively and warm, just like dancing in the air.” After assigning the task, the teacher walks around the classroom to guide each group. For groups with slow progress, the teacher prompts them to use the key sentence patterns and vocabulary learned, and encourages them to give full play to their imagination and creativity. For groups with good performance, the teacher puts forward higher requirements, such as adding appropriate rhetorical devices to make the paragraph more vivid. After each group completes the task, the teacher invites 2-3 groups to present their works in front of the class, and asks other students to listen carefully and put forward opinions and suggestions. Then, the teacher makes comments on each group’s works, affirms their advantages, points out the areas that need improvement, and emphasizes the flexible use of vocabulary and sentence patterns, as well as the expression of emotions. Design Intention: This task is designed to let students apply the key vocabulary and sentence patterns they have just learned to practical writing, realizing the transformation from “input” to “output” of knowledge. Group cooperative learning can stimulate students’ learning enthusiasm, let them learn from each other and help each other, and improve their cooperative ability and communication ability. The teacher’s guidance and comments can help students find their own problems in time, consolidate the learned knowledge, and at the same time cultivate their ability to appreciate and evaluate works, which is conducive to the improvement of their thinking quality and language ability. Step 4: Practical Task 2: Situational Dialogue (Practice Task 2: Situational Dialogue) On the basis of completing the first task, the teacher arranges the second practical task: Situational Dialogue. The teacher presents 3 different communication scenarios related to the unit theme on the PPT: Scenario 1: Talking with friends about the importance of using vivid words in daily communication; Scenario 2: Introducing your favorite English poem or short passage to your classmates and explaining why its language is vivid; Scenario 3: Discussing with your partners how to use words to convey emotions more effectively when writing a letter to your parents. Each group selects one scenario by drawing lots, and designs a 3-5 minute situational dialogue. The dialogue should use the key vocabulary and sentence patterns learned in this lesson, and the language should be natural, fluent and in line with the characteristics of the scenario. Before the groups start designing, the teacher reminds students to pay attention to the following points: First, the dialogue should conform to the context of the scenario and the identity of the speaker; second, the key vocabulary and sentence patterns should be used flexibly, not mechanically; third, the language should be vivid and emotional, reflecting the theme of “Dancing with Words”. Then, each group starts to discuss and design the dialogue. The teacher walks around to observe the situation of each group, provides guidance and help in time, and solves the problems encountered by students in the process of designing the dialogue, such as how to use words to express emotions more accurately and how to make the dialogue more natural. After each group completes the design, the teacher invites each group to perform their dialogue in front of the class. During the performance, the teacher asks other students to pay attention to the use of vocabulary and sentence patterns in the dialogue, as well as the naturalness and fluency of the language. After the performance, the teacher organizes students to comment on each group’s performance, and then makes a summary comment. The teacher affirms the efforts and achievements of each group, points out the advantages and disadvantages of the dialogue, and emphasizes that situational dialogue is an important way to improve oral English ability. Only by applying the learned knowledge to real communication can we truly master English. Design Intention: This task focuses on training students’ oral expression ability and practical communication ability. By setting real and close-to-life communication scenarios, students can be placed in a real language environment, so that they can actively use the learned knowledge to communicate, realizing the practical value of language learning. The form of group performance can not only stimulate students’ participation enthusiasm, but also exercise their expression ability and cooperation ability. The student evaluation and teacher summary can help students further improve their oral expression level and deepen their understanding of the flexible use of language. Step 5: Practical Task 3: Writing Practice (Practice Task 3: Writing Practice) On the basis of completing the first two practical tasks, the teacher arranges the third practical task: Writing Practice. The task requirement is: Write a short essay titled “How to Make Words Dance” (about 100-120 words). The essay should combine the content learned in this lesson, talk about your understanding of “Dancing with Words”, and introduce the methods of using words flexibly to make language more vivid. The teacher reminds students to use the key vocabulary and sentence patterns learned in this lesson, pay attention to the logical connection of the essay, and ensure that the content is true and the emotion is sincere. The teacher gives a writing outline for students’ reference: 1. The understanding of “Dancing with Words”; 2. The methods of making words “dance” (such as using vivid vocabulary, appropriate sentence patterns, rhetorical devices, etc.); 3. The significance of making words “dance” in English learning. After clarifying the task requirements, students start to write independently. The teacher walks around the classroom, observes each student’s writing situation, and provides targeted guidance for students with difficulties. For example, for students who do not know how to start writing, the teacher prompts them to use the questions in the lead-in part to start; for students who have problems in the logical connection of the essay, the teacher guides them to use connectives such as “first, second, finally” to organize the content; for students who have insufficient vocabulary, the teacher reminds them to use the key vocabulary learned in this lesson. After students complete their writing, the teacher collects some students’ works (including works with good performance and works with common problems), and displays them on the PPT for comment. For works with good performance, the teacher asks students to analyze their advantages, such as the flexible use of vocabulary and sentence patterns, clear logic, and sincere emotion. For works with common problems, the teacher guides students to find out the problems together and put forward improvement suggestions, such as how to use words more vividly, how to improve the logical connection of the essay, etc. Finally, the teacher makes a summary of the writing task, emphasizing that writing is an important way to express ideas and emotions, and only through more practice can we improve our writing ability and make our words “dance” in the article. Design Intention: This task integrates the previous oral practice and writing practice, further improving students’ comprehensive language application ability. Independent writing can train students’ autonomous learning ability and logical thinking ability, and let them fully express their understanding and feelings of the unit theme. The teacher’s targeted guidance and collective comment can help students find their own problems in writing, learn from each other’s advantages, and continuously improve their writing level. At the same time, the writing task also helps students deepen their understanding of the theme of “Dancing with Words”, and realize the importance of flexible use of language in writing. Step 6: Summary and Extension (Summary and Extension) First, the teacher invites students to summarize the content of this lesson independently. Students can share what they have learned, including key vocabulary, sentence patterns, practical tasks and their own gains. Then, the teacher makes a comprehensive summary: In this lesson, we have learned the key vocabulary and sentence patterns related to the unit theme, and completed three practical tasks: Word Creation, Situational Dialogue and Writing Practice. Through these tasks, we have not only consolidated the learned knowledge, but also improved our language application ability, and deeply understood the connotation of “Dancing with Words”. The teacher emphasizes that English learning is a process of continuous practice and exploration. Only by applying the learned knowledge to practical communication and writing can we truly master English and make words “dance” in our expression. Then, the teacher arranges the extension task: After class, students can collect some English poems, short passages or famous quotes with vivid language, analyze their language characteristics, and share them in the next class; at the same time, they can write a letter to their foreign pen pal, introducing the theme of this unit “Dancing with Words” and their own understanding of it, using the key vocabulary and sentence patterns learned in this lesson. The teacher reminds students to complete the extension task carefully, and encourages them to continue to explore the charm of English language in daily life. Design Intention: The student-led summary can help students sort out the knowledge they have learned in this lesson, strengthen their memory and understanding of knowledge, and improve their ability to summarize and sort out. The teacher’s comprehensive summary can help students form a systematic knowledge framework and deepen their understanding of the theme of the lesson. The extension task is designed to extend the teaching content from the classroom to daily life, stimulate students’ interest in autonomous exploration, and help them consolidate the learned knowledge in practice, so as to achieve the goal of cultivating students’ learning ability and cultural awareness. Step 7: Homework Arrangement (Homework) 1. Review the key vocabulary and sentence patterns learned in this lesson, and make 5 sentences with each key sentence pattern, ensuring the correctness and rationality of the sentences. 2. Complete the extension task arranged in the summary link, and prepare for the sharing in the next class. 3. Revise the short essay written in the writing task according to the teacher’s comments and students’ suggestions, and hand it in the next class. 4. Preview the content of the next section, and find out the key points and difficult points that you do not understand. Design Intention: The homework arrangement is closely combined with the content of this lesson, which is conducive to students consolidating the learned knowledge and improving their language application ability. Reviewing and previewing can help students form a good learning habit and lay a foundation for the learning of the next lesson. Revising the essay can help students correct their mistakes in time and improve their writing level. The extension task can stimulate students’ autonomous learning enthusiasm and expand their learning vision. 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 $