Unit 3 Dancing with Words-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第一册

Unit 3 Dancing with Words-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use relevant vocabulary and sentences flexibly, cultivates their thinking quality through exploring the connection between words and culture, enhances their learning ability by guiding effective word-learning strategies, and fosters their cultural awareness of respecting linguistic diversity. 教学重难点 Key points: Mastering core vocabulary and sentence patterns in the text, understanding the content about word roots and cross-cultural language learning. Difficult points: Applying word-root strategies to infer new words and comprehending the deep connection between language and culture. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with an interactive activity. First, show students some common English words such as “auditorium”, “audio”, “visible”, “television” on the screen, and ask them to observe the words carefully and find out the common parts. Then, invite several students to share their findings, and the teacher guides them to notice the common roots “aud-” and “vis-”. After that, the teacher says, “Do you know why these words share the same parts? Today, we will explore the secrets of words and learn how to expand our horizons through better understanding of words in Section 4 Expanding Our Horizons.” Design Intention: This lead-in activity is designed to arouse students’ interest in the topic of word roots. By presenting familiar words, students can easily find the common parts, which lays a foundation for the subsequent learning of word roots. It also connects the new lesson with students’ prior knowledge, reduces the difficulty of learning new content, and helps students quickly enter the learning state. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher introduces the core vocabulary in the text, including “root”, “affix”, “prefix”, “suffix”, “derive”, “decode”, “linguistic”, “acquire” and so on. For each word, the teacher not only explains its pronunciation and meaning, but also gives example sentences related to the text to help students understand its usage. For example, when explaining “root”, the teacher says, “A root is the basic part of a word that carries the core meaning. Many English words are derived from roots, such as the root ‘aud-’ which means ‘to hear’.” Then, the teacher briefly introduces the background knowledge related to the text: English vocabulary has a long history, and many words are derived from Latin, Greek and other languages. Understanding word roots and affixes is an effective strategy for expanding vocabulary and improving reading comprehension. This can help students understand the significance of learning word roots and lay a cognitive foundation for reading the text. After that, the teacher arranges a group activity: students work in groups of 4 to discuss the meaning of the words with the same root given by the teacher, such as “port-” (to carry) with words “transport”, “import”, “export”, and try to guess their meanings based on the root. Each group selects a representative to share their guesses, and the teacher comments and corrects them. Design Intention: Previewing vocabulary before reading can help students remove language obstacles in the process of reading, so that they can focus more on understanding the content of the text. The background introduction enables students to understand the practical significance of the knowledge they are going to learn, enhancing their learning motivation. The group discussion activity not only consolidates the newly learned vocabulary and root knowledge, but also cultivates students’ cooperative learning ability and ability to infer word meanings. Step 3: While-reading (Text Reading and Comprehension) This step is divided into two parts: fast reading and careful reading, to help students understand the text from the overall to the local. First, fast reading: The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What two aspects does the text mainly talk about? After students finish reading, the teacher invites several students to answer the questions, and then summarizes: The main idea of the text is to introduce effective strategies for learning English words, including understanding word roots and affixes, and learning language beyond words. The text mainly talks about two aspects: “Rooting” for Words and Language Learning beyond Words. Design Intention: Fast reading aims to train students’ ability of skimming and grasping the main idea of the text. By setting simple and direct questions, students can quickly focus on the core content of the text, laying a foundation for careful reading. Then, careful reading: The teacher guides students to read the text paragraph by paragraph, and designs targeted questions and activities for each part to help students deeply understand the content. For Paragraph 1-3 (Rooting for Words): The teacher asks students to read the paragraphs carefully and answer the following questions: 1. What is a root word? 2. Why is learning root words helpful for expanding vocabulary? 3. What examples does the text give to illustrate root words? After students answer the questions, the teacher explains the key points in the paragraphs: The root is the core part of a word that carries the basic meaning; learning root words can help us decode unfamiliar words and remember words more easily; the text takes the root “vis-” (to see) and “aud-” (to hear) as examples to illustrate the role of root words. Then, the teacher arranges an individual activity: students find out other words with the root “vis-” or “aud-” in the text or in their own vocabulary, write them down and explain their meanings based on the root. After students finish, the teacher invites some students to share their answers and comments. For Paragraph 4-6 (Language Learning beyond Words): The teacher asks students to read the paragraphs carefully and discuss the following questions in groups: 1. What does “language learning beyond words” mean? 2. What are the ways to learn language beyond words mentioned in the text? 3. Why is it important to learn language beyond words? After the group discussion, each group sends a representative to share their opinions, and the teacher summarizes and supplements: “Language learning beyond words” means learning the cultural connotation and practical usage of language besides words and grammar; the text mentions watching English movies, listening to English songs, communicating with native speakers and other ways; learning language beyond words can help us use English more naturally and improve cross-cultural communication ability. In the process of careful reading, the teacher also points out the key sentence patterns in the text, such as “By understanding the root of a word, we can often guess the meaning of many new words.” “Learning a language is not just about memorizing words and grammar; it’s also about understanding the culture behind it.”, and explains their structure and usage, guiding students to take notes. Design Intention: Careful reading is to help students deeply understand the details and key points of the text. By designing targeted questions and group discussions, students can actively participate in the learning process, improve their reading comprehension ability and critical thinking ability. The explanation of key sentence patterns helps students master the language knowledge in the text and lay a foundation for their subsequent language application. The individual activity of finding words with the same root further consolidates the knowledge of word roots and improves students’ ability to apply the knowledge. Step 4: Post-reading (Consolidation and Application) This step includes three activities to help students consolidate the knowledge learned in the text and apply it to practice. Activity 1: Vocabulary and Sentence Pattern Consolidation. The teacher gives a list of words and sentence patterns, and asks students to complete the exercises. For example, fill in the blanks with the given words (root, derive, decode, acquire); rewrite the sentences using the key sentence patterns. After students finish the exercises, the teacher checks the answers and explains the common mistakes, helping students consolidate the vocabulary and sentence patterns learned in the text. Design Intention: This activity aims to consolidate the basic language knowledge of students, make them proficient in using the core vocabulary and sentence patterns in the text, and lay a solid foundation for language application. Activity 2: Group Project - “Word Root Exploration”. Students work in groups of 4 to explore a common English root (such as “port-”, “scrib-”, “dict-”), find at least 5 words derived from this root, explain their meanings based on the root, and make a small poster to introduce the root and the related words. Each group has a clear division of labor: one student is responsible for finding words, one student is responsible for explaining meanings, one student is responsible for making the poster, and one student is responsible for presenting. After the groups finish their projects, each group sends a representative to present their poster to the whole class, and the teacher comments and evaluates each group’s work from the aspects of accuracy, creativity and presentation. Design Intention: This group project integrates knowledge consolidation and practical application, enabling students to apply the root knowledge learned in the text to practice. It not only consolidates the knowledge of word roots, but also cultivates students’ cooperative learning ability, creativity and expression ability. The presentation link also helps students improve their oral expression ability and enhance their confidence in learning English. Activity 3: Discussion and Sharing. The teacher asks students to discuss the following question in groups: “What other ways can we use to expand our English vocabulary and improve our language ability?” After the discussion, students share their opinions, and the teacher summarizes the effective learning methods mentioned by students, such as reading English books, keeping a diary in English, using English learning apps, etc. At the same time, the teacher encourages students to apply these methods in their daily English learning. Design Intention: This discussion activity connects the text content with students’ daily learning, enabling students to think about their own English learning methods. It not only expands students’ thinking, but also helps students form effective learning strategies, improving their learning ability. The teacher’s summary and encouragement can enhance students’ learning motivation and confidence. Step 5: Summary and Reflection First, the teacher leads students to summarize the key points of the lesson: the definition and role of root words, the ways of language learning beyond words, and the effective strategies for expanding vocabulary. Then, the teacher asks students to reflect on their own learning in this lesson: What have you learned? What do you still not understand? What difficulties have you encountered? How will you apply the knowledge learned today to your future English learning? Students can share their reflections voluntarily, and the teacher gives appropriate guidance and help to the students who have difficulties. Design Intention: The summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding of the key points. The reflection link enables students to understand their own learning situation, find out their own shortcomings, and clarify the direction of future learning. It also helps the teacher understand the effect of teaching and adjust the teaching plan in time. Step 6: Homework Arrangement 1. Review the text and recite the core vocabulary and key sentence patterns learned in this lesson. 2. Complete the after-class exercises in the textbook to consolidate the knowledge learned. 3. Continue to improve the group poster and hand it in the next class. 4. Choose one of the vocabulary expansion methods discussed in class and try to use it in your daily English learning, and write a short report (about 100 words) to record your experience and feelings. Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the learning content to daily life, and promote students’ autonomous learning. Reciting vocabulary and sentence patterns helps students consolidate basic knowledge; completing after-class exercises helps students check their learning effect; improving the poster helps students further deepen their understanding of root knowledge; writing a short report enables students to apply the learning methods and reflect on their own learning, improving their writing ability and 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 $