Unit 1 What Kind of Learner Am I-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language competence: Master core vocabulary and sentences about learning styles.

Cultural awareness: Understand learning style differences across cultures.

Thinking quality: Cultivate critical thinking to analyze personal learning styles.

Learning ability: Learn to adjust learning strategies based on own learning styles.

Key points: Grasp core vocabulary (visual/auditory/kinesthetic learner) and sentences; understand the passage about learning styles.

Difficult points: Apply learning strategies flexibly and analyze cross-cultural learning differences critically.

Lead-in

The teacher starts the class with an interactive question: “When you learn new English words, do you prefer to look at pictures, listen to recordings, or write them down repeatedly?” Ask 3-5 students to share their answers freely in English. After their sharing, the teacher summarizes: “Different people have different ways of learning, which are called ‘learning styles’. Today, we will explore different learning styles and how to improve our learning efficiency through Section 4 Expanding Our Horizons.” Then, the teacher shows pictures of three different learning scenarios on the screen: a student looking at a mind map (visual learner), a student listening to English tapes (auditory learner), and a student doing hands-on experiments (kinesthetic learner). Ask students to match the scenarios with the corresponding learning styles and guess the meanings of the words “visual”, “auditory” and “kinesthetic”.

Design Intention: The lead-in links students’ daily learning experiences with the theme of the lesson, which can quickly arouse students’ interest and enthusiasm for learning. By asking interactive questions and showing pictures, students can initially perceive the three main learning styles, lay a foundation for the subsequent study of the text, and also cultivate their ability to guess word meanings through context, which is in line with the requirements of language competence in core literacy.

Pre-reading

First, the teacher presents the core vocabulary and phrases of this section on the screen, including visual learner, auditory learner, kinesthetic learner, learning strategy, mind map, hands-on practice, prefer...to..., find it easy to do, etc. For each word and phrase, the teacher gives simple English explanations and example sentences related to learning, and asks students to read after the teacher to ensure correct pronunciation and intonation. For example, when explaining “visual learner”, the teacher says: “A visual learner learns best by seeing pictures, charts or videos.” Then, the teacher asks students to make simple sentences with the phrases “prefer...to...” and “find it easy to do” in pairs, and invites 2-3 pairs to present their sentences to check their mastery.

Next, the teacher introduces the background of the text briefly: “The passage we will read today is about different learning styles and how to choose appropriate learning strategies according to our own styles. It also involves the Confucian view of learning, which can help us expand our horizons and understand the diversity of learning methods.” Then, the teacher asks students to predict the main content of the text based on the title “Expanding Our Horizons” and the pre-reading questions: “What do you think the passage will talk about? What learning styles may be mentioned?”

Design Intention: The pre-reading link focuses on helping students master core vocabulary and phrases, which is the basis for understanding the text. By making sentences in pairs, students can apply the new words and phrases in practice, improving their language application ability. Brief background introduction and content prediction can help students establish

a preliminary framework of the text, cultivate their predictive ability, and lay a foundation for intensive reading. At the same time, mentioning the Confucian view of learning can subtly infiltrate cultural awareness, enabling students to understand the integration of Chinese and Western learning concepts.

While-reading

Skimming

Ask students to read the passage quickly and answer two questions:  How many learning styles are mentioned in the passage? What are they?  What is the main idea of the passage? After students finish reading, invite them to answer the questions. The teacher corrects and summarizes: The passage mentions three main learning styles—visual, auditory and kinesthetic learners, and it mainly talks about the characteristics of different learning styles, corresponding learning strategies, and the Confucian view of learning, guiding students to understand their own learning styles and expand their learning horizons.

Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea and key information of the text, improving their reading speed and information screening ability. The two questions are designed to guide students to focus on the core content of the text, avoid blind reading, and lay a foundation for intensive reading.

Scanning

Ask students to read the passage again carefully and fill in the following table about the characteristics of different learning styles and corresponding learning strategies. The table is presented on the screen:

After students finish filling in the table, the teacher invites a student to present the answers, and corrects and supplements them. For example, the characteristics of visual learners: They learn best by seeing images, charts, videos and written words. Corresponding learning strategies: Use mind maps to organize knowledge, take notes with different colors, and watch English videos. Then, the teacher asks students to mark the key sentences in the text that describe each learning style, and read them aloud to deepen their understanding.

Design Intention: Scanning helps students find specific information in the text accurately, improving their information retrieval ability. Filling in the table can help students sort out the key content of the text systematically, clarify the logical relationship between learning styles and learning strategies, and lay a foundation for the subsequent application of knowledge. Marking and reading key sentences can help students master the expression of key information and improve their language sense.

Intensive Reading

The teacher guides students to read the passage paragraph by paragraph, analyzing the key sentences and difficult points, and helping students understand the deep meaning of the text.

Paragraph 1: The teacher asks students to read the first paragraph and answer: “Why is it important for us to understand our own learning styles?” The students answer: “Because understanding our own learning styles can help us choose the most effective learning strategies and improve our learning efficiency.” Then, the teacher analyzes the key sentence: “Knowing your learning style can make a big difference in how you learn and how well you do in school.” Explain the meaning of