Unit 1 What Kind of Learner Am I-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language Competence: Enable students to master core vocabulary and sentence patterns about learning styles, and use them flexibly in listening, speaking, reading and writing to express personal learning habits and preferences.

Cultural Awareness: Guide students to understand learning style differences across cultures and foster respect for diverse learning methods.

Thinking Quality: Encourage students to reflect on their own learning styles, analyze advantages and disadvantages critically and develop problem-solving abilities.

Learning Ability: Help students master effective learning strategies, improve self-directed learning ability and lay a foundation for lifelong learning.

Key Points: Master core vocabulary (e.g., visual, auditory, kinesthetic learner) and sentence patterns (e.g., prefer...to..., find it easy to do) about learning styles; use English to describe personal learning styles and related experiences in real contexts.

Difficult Points: Critically analyze the advantages and disadvantages of different learning styles and formulate personalized learning plans; avoid cultural stereotypes when discussing cross-cultural learning differences.

Step 1: Lead-in (Warm-up and Activation)

The teacher starts the class with an interactive question: “Do you often feel confused about your learning efficiency? Sometimes you spend a lot of time studying but make little progress. Have you ever thought about the reason? It may be related to your learning style.” Then, the teacher shows three simple scenarios on the screen: Scenario 1: A student likes to take notes and draw mind maps when learning new knowledge. Scenario 2: A student prefers to listen to English songs or tapes to remember new words. Scenario 3: A student learns best by doing experiments or hands-on activities. The teacher asks students to discuss in pairs: “Which scenario is similar to your learning habit? How do you usually learn new things?” After 3 minutes of discussion, invite 2-3 pairs to share their opinions in English. Finally, the teacher summarizes: “These different learning habits reflect different learning styles. Today, we will learn Section 3 Using English in Context and explore how to use English to describe learning styles and find suitable learning strategies for ourselves.”

Design Intention: The lead-in links students’ real learning experiences with the lesson theme, which can quickly arouse students’ interest and enthusiasm. The scenario setting is simple and intuitive, helping students initially understand different learning styles and lay a foundation for the subsequent study. Pair discussion provides students with opportunities to practice oral English, encourages them to express their own ideas and activates their prior knowledge about learning styles.

Step 2: Presentation (Vocabulary and Sentence Patterns Teaching)

First, the teacher introduces core vocabulary related to learning styles based on the scenarios in the lead-in. For each word, the teacher combines definitions, examples and gestures to help students understand and remember. For example, when teaching “visual learner”, the teacher says: “A visual learner learns best by seeing things, such as pictures, notes or mind maps. If you like to watch videos or draw pictures to learn, you may be a visual learner.” Then, the teacher writes the word on the blackboard and shows a picture of a student taking notes. Similarly, teach “auditory learner” and “kinesthetic learner” in the same way. After teaching the vocabulary, the teacher arranges a quick memory game: show the words randomly on the screen, and ask students to stand up and say the Chinese meaning and a simple example sentence as quickly as possible. This game can help students consolidate the newly learned vocabulary.

Next, the teacher introduces key sentence patterns used to describe learning styles and preferences. The first sentence pattern is “prefer A to B”, which is used to express preferences. The teacher gives examples: “I prefer taking notes to

listening to lectures.” “She prefers learning English by watching movies to reciting words.” Then, the teacher asks students to make sentences with this pattern according to their own preferences. The second sentence pattern is “find it + adj. + to do sth.”, which is used to express feelings about learning methods. Examples: “I find it easy to remember new words by listening to songs.” “He finds it difficult to learn grammar by rote.” The teacher explains the structure of the sentence pattern (it is a formal object, and the real object is the infinitive phrase) and asks students to practice making sentences in groups of three. After practice, invite several students to share their sentences with the whole class, and the teacher corrects mistakes in pronunciation and grammar in time.

In addition, the teacher introduces some common expressions about learning strategies, such as “make mind maps”, “do hands-on practice”, “review regularly” and “cooperate with classmates”. The teacher combines these expressions with the core vocabulary and sentence patterns to form simple dialogues, such as: “—What kind of learner are you? —I am a kinesthetic learner. I prefer doing hands-on practice to reading books. I find it effective to learn by doing experiments.” The teacher reads the dialogue with students twice, and then asks students to practice the dialogue in pairs, replacing the key information with their own situations.

Design Intention: Vocabulary and sentence patterns are the basis for students to use English in context. The combination of scenarios, examples and games makes vocabulary teaching more vivid and interesting, helping students remember words deeply. Sentence pattern teaching adopts the method of “example explanation + practice”, which conforms to the cognitive law of students and enables them to master the usage of sentence patterns flexibly. The dialogue practice connects vocabulary and sentence patterns, laying a foundation for students to use English in real contexts.

Step 3: Practice (Contextual Application and Skill Training)

This step is divided into three parts: listening practice, reading practice and speaking practice, which comprehensively improve students’ language application ability.

First, listening practice. The teacher plays a short listening material twice. The material is a dialogue between two students, talking about their learning styles and learning strategies. Before playing the material, the teacher asks students to read the listening tasks carefully: 1. What kind of learner is Lucy? 2. What learning strategies does Tom use? After the first playing, ask students to complete the tasks independently. After the second playing, invite students to share their answers, and the teacher checks and explains the key points in the listening material, such as key words and sentence patterns. Then, the teacher plays the material again, and asks students to follow the recording to read aloud, imitating the pronunciation and intonation of the speakers. This can not only improve students’ listening ability, but also help them consolidate their oral expression.

Second, reading practice. The teacher distributes a short passage about three students’ learning styles. The passage introduces the learning habits, advantages and disadvantages of a visual learner, an auditory learner and a kinesthetic learner respectively. The teacher asks students to read the passage silently and complete the following tasks: 1. Match the students with their learning styles. 2. List the advantages and disadvantages of each learning style. 3. Answer the question: What can we learn from the passage? After students complete the tasks independently, the teacher organizes students to discuss in groups, share their answers and exchange their views on the passage. Then, the teacher summarizes the main content of the passage, emphasizes the key vocabulary and sentence patterns in the passage, and guides students to analyze the structure of the passage (introduction - details - conclusion). Finally, ask students to read the passage aloud in groups, paying attention to the rhythm and emotion of the reading.

Third, speaking practice. The teacher designs a group discussion activity with the theme “My Learning Style and Learning Strategies”. The specific requirements are: 1. Each group has 4-5 students. 2. Each student introduces their own learning style (using the core vocabulary and sentence patterns learned), and talks about their usual learning strategies, advantages and disadvantages of their learning style. 3. Other members of the group listen carefully and give suggestions on