Unit 3 The Story of Success Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版必修第三册

Unit 3 The Story of Success Section 2 Learning Through Practice 教学目标和重难点 教学目标 It cultivates students’ language ability via practice, strengthens cultural awareness by understanding diverse success concepts, develops thinking quality through critical analysis, and improves learning ability by guiding autonomous and cooperative learning. 教学重难点 Key: Master core words/phrases about success and use related sentence patterns flexibly. Difficulty: Apply what is learned to practical expression and analyze success stories with critical thinking. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of three successful people from different fields, such as Steve Jobs, Yuan Longping and a common but outstanding community volunteer. Then the teacher asks two open-ended questions: “What do you think success is? Can you share a short story of a successful person you know?” Students are given a few minutes to think individually and then invited to share their ideas with the whole class. When students share, the teacher listens carefully, gives positive comments and writes down key words they mention, such as “persistence”, “effort”, “dream”, “responsibility” on the blackboard. After 3-4 students share, the teacher summarizes: “Success is not only about fame and wealth, but also about perseverance in pursuing goals and making contributions to others or society. Today, we will learn Section 2 Learning Through Practice and explore how people achieve success through practice.” Design Intention: This lead-in links students’ prior knowledge and life experience with the theme of the lesson. By showing familiar successful figures, it reduces students’ psychological distance from the topic and stimulates their interest in learning. Asking open-ended questions encourages students to express their own views freely, which not only activates their thinking but also lays a foundation for the subsequent study of the text. Writing down key words helps students sort out their ideas and strengthens their understanding of the core connotation of success. Pre-reading: Preview and Break Through Language Barriers First, the teacher arranges students to work in pairs to check their pre-preview results. They need to discuss the new words and phrases in the text, such as “overcome”, “persevere”, “take action”, “learn from failure”, “make progress”. For the words and phrases that students can’t understand, the teacher explains them in English with simple sentences and body language. For example, when explaining “overcome”, the teacher says: “If you have a difficulty, and you try your best to get through it, you overcome the difficulty.” Then the teacher gives an example: “He overcame many challenges and finally succeeded.” For “persevere”, the teacher uses the gesture of insisting and says: “If you keep doing something even when it is difficult, you persevere in it.” Next, the teacher asks students to look at the title of the text “Learning Through Practice” and predict the main content of the text. The teacher guides: “What do you think the text will talk about? How can we learn through practice to achieve success?” Students can freely express their predictions, and the teacher writes down their reasonable predictions on the blackboard, such as “The text may tell a story of a person who succeeded through practice”, “It may introduce ways to learn through practice”. Finally, the teacher says: “Now let’s read the text and check whether your predictions are correct.” Design Intention: Pair work helps students learn from each other and solve simple language problems independently, which cultivates their cooperative learning ability and autonomous learning ability. Explaining new words in English avoids the interference of mother tongue, helps students form English thinking habits, and lays a solid language foundation for reading the text. Predicting the main content of the text can activate students’ thinking, improve their reading initiative, and help them grasp the core of the text more quickly during reading. While-reading: In-depth Understanding and Language Input This link is divided into three steps: fast reading, careful reading and intensive reading, to help students understand the text from shallow to deep. First, fast reading. The teacher asks students to read the text quickly and finish two tasks: 1. Find out the main idea of the text; 2. Identify the structure of the text (introduction, main body, conclusion). After reading, students are invited to share their answers. The teacher corrects and summarizes: The main idea of the text is that practice is very important for achieving success, and people can learn from practice, overcome difficulties and finally succeed. The text is structured as follows: the introduction puts forward the view that practice leads to success; the main body uses specific examples to illustrate how to learn through practice; the conclusion summarizes the importance of practice and calls on people to take action. Design Intention: Fast reading aims to train students’ ability to obtain key information quickly, help them grasp the overall framework of the text, and lay a foundation for in-depth understanding of the text. Setting clear tasks makes students’ reading more targeted, avoiding aimless reading. Second, careful reading. The teacher asks students to read the text carefully and complete the following tasks in groups of four: 1. Underline the key sentences that support the main idea; 2. Answer the following questions: What difficulties did the main character in the example meet? How did he solve the difficulties through practice? What did he learn from the practice? What is the relationship between practice and success according to the text? After students finish discussing, each group sends a representative to share their answers. The teacher comments on their answers, supplements and improves them, and emphasizes the key sentences and important information in the text. For example, when analyzing the example in the text, the teacher guides students to find out the details of the main character’s practice, such as “He practiced every day for two hours”, “He asked his teacher for advice regularly”, “He kept adjusting his method according to the feedback”, so as to let students understand that success requires persistent practice and continuous adjustment. Design Intention: Careful reading helps students dig into the details of the text and deepen their understanding of the theme. Group discussion encourages students to communicate and cooperate, express their own views, and learn from each other’s ideas. Answering specific questions makes students’ reading more targeted, and helps them master the key information of the text and understand the logical relationship between the content. Third, intensive reading. The teacher focuses on analyzing the key language points and sentence patterns in the text, combining with the context to help students understand and master them. For example, the teacher takes out the sentence “Only through constant practice can we improve our ability and achieve our goals.” and analyzes the inversion structure “Only + adverbial, can + subject + verb”. The teacher explains the usage of this structure, gives more examples, such as “Only by working hard can we succeed.”, and asks students to make sentences with this structure. In addition, the teacher also analyzes the phrase “learn from failure” in the text, guides students to think about how to learn from failure in daily study and life, and links the language learning with real life. At the same time, the teacher guides students to pay attention to the transitional words in the text, such as “however”, “therefore”, “in addition”, which helps students understand the logical connection between paragraphs. Design Intention: Intensive reading focuses on language input, helping students master key words, phrases and sentence patterns, and improving their language ability. Analyzing the language points in the context avoids isolated memory, helps students understand the usage of language more deeply, and lays a foundation for subsequent language output. Linking language learning with real life makes students realize the practical value of English, and enhances their motivation to learn English. Analyzing transitional words helps students improve their logical thinking ability and reading comprehension ability. Post-reading: Language Output and Ability Improvement This link is designed to help students apply the knowledge they have learned to practice, realize the transformation from input to output, and improve their language expression ability and thinking quality. It is divided into three activities. Activity 1: Role-play. The teacher arranges students to work in pairs to play the roles of a reporter and a successful person. The reporter asks questions about how to achieve success through practice, and the successful person answers according to the content of the text and their own understanding. For example, the reporter can ask: “What is the most important thing in achieving success through practice?” “How do you deal with failures in practice?” The teacher provides some key sentence patterns for students to refer to, such as “I think the key to success through practice is...”, “When I meet failures, I...”, “I learn from practice that...”. After students practice in pairs, the teacher invites 2-3 pairs to perform in front of the class, and gives comments on their performance, focusing on their language accuracy, fluency and the rationality of their answers. Design Intention: Role-play is a vivid and interesting language output activity, which can stimulate students’ interest in expression and improve their oral expression ability. By playing the role of a successful person, students can deeply understand the connotation of success through practice, and flexibly use the words, phrases and sentence patterns they have learned. Providing key sentence patterns helps students reduce the difficulty of expression and enhance their confidence in speaking English. Activity 2: Group Discussion. The teacher puts forward a discussion topic: “Combined with your own study and life experience, talk about how you can achieve your goals through practice.” Students are divided into groups of 5-6, and each group elects a recorder to record the key points of the discussion. During the discussion, the teacher walks around the classroom, guides students to express their views freely, helps students solve language expression problems, and reminds students to combine the content of the text, such as “persevere in practice”, “learn from failure”, “adjust methods in time”. After the discussion, each group sends a representative to share the group’s views, and the teacher makes a summary and evaluation, affirming the reasonable views of each group and putting forward suggestions for improvement. Design Intention: Group discussion combines the text content with students’ real life, which helps students internalize the knowledge they have learned and realize the migration and application of knowledge. It also cultivates students’ cooperative learning ability, critical thinking ability and expression ability. The teacher’s guidance and evaluation can help students correct their mistakes in time and improve their language expression level. Activity 3: Writing Practice. The teacher asks students to write a short passage of 80-100 words with the title “My Way to Success Through Practice”. The teacher reminds students to use the words, phrases and sentence patterns they have learned in this lesson, such as “overcome”, “persevere”, “take action”, “learn from failure”, and combine their own real experience. After students finish writing, the teacher collects some students’ works, reads them in class, and makes comments, pointing out their advantages and deficiencies. Then students exchange their works in pairs, revise and improve their own works according to their partners’ suggestions. Design Intention: Writing practice is an important way of language output, which can test students’ mastery of knowledge and improve their written expression ability. Combining with their own experience makes the writing content more real and vivid, and helps students deepen their understanding of the theme. Peer revision helps students learn from each other, find their own mistakes, and improve their writing level. The teacher’s comments can provide targeted guidance for students and help them make progress in writing. Summary and Extension: Consolidate Knowledge and Expand Vision First, summary. The teacher invites students to review the content of this lesson, including the main idea of the text, key words, phrases and sentence patterns, and the relationship between practice and success. Then the teacher makes a final summary: “In this lesson, we learned that practice is the key to success. Only through persistent practice, learning from failure and constantly adjusting methods can we achieve our goals. At the same time, we also mastered some key language points and improved our language expression ability. I hope you can apply what you have learned in this lesson to your daily study and life, and pursue your own success through practice.” Second, extension. The teacher assigns after-class tasks: 1. Recite the key words, phrases and key sentences of this lesson; 2. Finish the writing task and revise it according to the comments; 3. Collect a story of a successful person who achieved success through practice, and prepare to share it in the next class; 4. Think about how to apply the spirit of “learning through practice” to your own study, and write a short plan. Design Intention: Summary helps students sort out the knowledge of this lesson, consolidate the learning results, and form a systematic knowledge framework. Extension tasks not only help students consolidate the knowledge they have learned, but also expand their vision, link classroom learning with after-class life, and cultivate their autonomous learning ability and practical ability. Collecting successful stories and writing study plans can further deepen students’ understanding of the theme and guide them to apply the spirit of practice to real life. 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 $