Unit 1 What's Being Gifted Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版选择性必修第三册

该高中英语教案聚焦“天赋与实践”主题，通过开放式问题“你认为自己有天赋吗”引导同伴讨论，结合钢琴演奏者、画家等天赋者图片激活旧知，为词汇学习、文本分析等后续环节搭建学习支架。 特色在于融合多模态语言实践活动，小组对话应用核心词汇，辩论“天赋与实践哪个更重要”培养批判性思维，写作任务结合同伴评价提升表达逻辑，体现语言能力与思维品质的协同发展。为教师提供系统教学流程，助力学生综合语言运用与自主学习能力提升。

Unit 1 What's Being Gifted Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language competence: Master relevant vocabulary and expressions to express views on giftedness. Cultural awareness: Understand different cultural views on giftedness. Thinking quality: Develop critical thinking to analyze giftedness and practice. Learning ability: Improve autonomous and cooperative learning skills. 教学重难点 Key points: Master core vocabulary (giftedness, talent, potential, etc.) and use them to discuss giftedness. Difficult points: Understand the relationship between giftedness and practice and express personal views fluently in English. 教学过程 Lead-in The teacher starts the class with an open question: “Do you think you are gifted? What kinds of talents do you have? Please share your ideas with your deskmate.” After 3 minutes of pair discussion, invite 2-3 students to share their opinions in front of the class. Then, the teacher shows some pictures of people with different talents, such as a student playing the piano skillfully, a painter creating a beautiful painting, and a scientist doing experiments, and asks: “What do you think makes these people outstanding? Is it only natural giftedness or something else?” Design Intention: The lead-in links the topic with students’ real life, stimulating their interest in learning and activating their prior knowledge about “giftedness”. Pair discussion and picture display help students open their minds, lay a foundation for the follow-up learning, and cultivate their oral expression ability and cooperative learning awareness at the same time. Vocabulary and Phrase Learning First, the teacher presents the core vocabulary and phrases of this section on the screen, including giftedness, talent, potential, nurture, discover, enhance, have a gift for, take practice, develop one’s potential, etc. For each word and phrase, the teacher explains its meaning in simple English, gives typical example sentences combined with the topic of “giftedness and practice”, and guides students to read after the teacher to master the correct pronunciation and intonation. For example, when explaining “giftedness”, the teacher says: “Giftedness means a natural ability to be good at something. For example, some people have a gift for music, which is a kind of giftedness.” When explaining “take practice”, the teacher gives the example: “Even if you have a gift for playing the guitar, you still need to take a lot of practice to play it well.” Then, organize a small group activity: each group is given 5 words or phrases, and they need to make up a short dialogue related to giftedness and practice within 5 minutes. After the activity, invite 2 groups to perform their dialogues in class, and the teacher makes comments and corrections. Design Intention: Vocabulary is the foundation of language learning. By explaining, exemplifying and reading, students can master the core vocabulary and phrases accurately. The group dialogue activity enables students to apply the learned vocabulary and phrases in practice, improving their ability to use language flexibly and cultivating their cooperative learning ability. Text Reading and Analysis Step 1: Skimming. Ask students to read the text quickly and answer two questions: What is the main idea of the text? What is the relationship between giftedness and practice according to the text? After students finish reading, invite them to answer the questions. The teacher summarizes: The text mainly discusses the meaning of giftedness and points out that giftedness needs to be nurtured through practice to be fully developed. Step 2: Scanning. Ask students to read the text again carefully and find out the key information: The different views on giftedness mentioned in the text. The examples used in the text to illustrate the importance of practice. After students finish, organize a class discussion to share the key information they found. The teacher helps students sort out the information and write it on the blackboard. Step 3: Intensive Reading. Guide students to read each paragraph carefully and analyze the key sentences. For example, in Paragraph 2, the sentence “Giftedness is not just about having a natural ability; it is also about how you use that ability through practice.” The teacher asks students to parse the sentence structure, explain the meaning of the sentence, and discuss: “Do you agree with this view? Why or why not?” In Paragraph 4, the example of the famous pianist is taken as the key point. The teacher asks: “What can we learn from the pianist’s experience? How does it illustrate the importance of practice?” During the intensive reading process, the teacher also guides students to pay attention to the transitional words and phrases in the text, such as however, besides, for example, which helps students understand the logical structure of the text. Design Intention: Skimming helps students grasp the main idea of the text quickly, scanning helps students extract key information accurately, and intensive reading enables students to deeply understand the details and logical structure of the text. The discussion and analysis in the process cultivate students’ reading ability, logical thinking ability and critical thinking ability. Listening Practice First, the teacher introduces the listening material briefly: “You will hear a dialogue between two students, Tom and Lucy. They are talking about their talents and how to develop them. Please listen carefully and finish the exercises.” Then, play the listening material twice. The first time, ask students to listen and get the main idea of the dialogue. The second time, ask students to listen and fill in the blanks with the words and phrases they hear. The blanks are mainly about the core vocabulary and phrases learned in this section, such as talent, practice, potential, develop, etc. After finishing the exercises, the teacher checks the answers with the students, plays the listening material again for the parts that students find difficult, and explains the key points. Then, invite students to role-play the dialogue with their partners, imitating the intonation and emotion of the speakers in the listening material. Design Intention: Listening practice is an important part of improving students’ language competence. Through listening, students can consolidate the learned vocabulary and phrases, improve their listening comprehension ability. Role-play helps students simulate real communication scenarios, improve their oral expression ability and sense of language. Speaking Practice Organize a group discussion with the topic: “Is giftedness more important than practice, or is practice more important than giftedness? Give your reasons and examples.” Divide students into groups of 4-5, and each group elects a leader to organize the discussion. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and phrases, and helps students solve the problems they encounter in expression. After the discussion, each group sends a representative to make a presentation in front of the class, expressing the group’s views and reasons. The teacher makes comments on each group’s presentation, affirming their strengths and putting forward suggestions for improvement, such as how to use more complex sentences, how to express views more clearly, etc. Then, carry out a debate activity. Divide the class into two teams: the affirmative team holds the view that “giftedness is more important than practice”, and the negative team holds the view that “practice is more important than giftedness”. Each team has 3-4 minutes to state their views and 2-3 minutes to refute the opposite team. The teacher acts as the host and judge, and summarizes the debate after it ends. Design Intention: Group discussion and debate activities provide students with a platform to express their views freely, improve their oral expression ability, logical thinking ability and critical thinking ability. At the same time, they can deepen their understanding of the relationship between giftedness and practice, and cultivate their cooperative learning ability and sense of competition. Writing Practice Ask students to write a short passage with the title “My View on Giftedness and Practice”. The requirements are: Use at least 5 core vocabulary and phrases learned in this section. Express your own views clearly, with appropriate reasons and examples. The passage is coherent and logical, with correct grammar and spelling. Before writing, the teacher guides students to sort out their ideas: first, put forward their own views on the relationship between giftedness and practice; then, give reasons and examples to support their views; finally, summarize and put forward their own plans for developing their own talents. Then, students start to write independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as how to organize the structure, how to use appropriate words and sentences, etc. After students finish writing, organize a peer evaluation activity. Each student exchanges their composition with their deskmate, and evaluates it according to the evaluation criteria: Whether the views are clear; Whether the reasons and examples are appropriate; Whether the vocabulary and phrases are used correctly; Whether the grammar and spelling are correct. Then, the teacher collects some typical compositions, comments on them in class, points out the advantages and disadvantages, and guides students to improve their writing. Design Intention: Writing practice helps students consolidate the learned knowledge, improve their writing ability. Guiding students to sort out their ideas before writing helps them write more coherently and logically. Peer evaluation and teacher’s comments help students find their own problems and improve their writing level continuously. Summary and Extension First, the teacher summarizes the content of this class with the students: “In this class, we have learned the core vocabulary and phrases related to giftedness and practice, read a text about the relationship between giftedness and practice, finished listening and speaking exercises, and written a short passage. We have realized that giftedness is a natural ability, but it needs to be nurtured through constant practice to be fully developed.” Then, the teacher puts forward the extension task: After class, read an English article about gifted people and their practice experience, and write a 50-word summary. Talk with your family members about their views on giftedness and practice, and share what you have learned in this class with them. Make a plan for developing your own talent, including the specific practice methods and goals. Design Intention: Summary helps students sort out the knowledge learned in this class and deepen their understanding. Extension tasks connect classroom learning with after-class life, expand students’ learning scope, improve their autonomous learning ability, and let students apply the learned knowledge to real life. Homework 1. Recite the core vocabulary and phrases learned in this class, and write 5 sentences with each word or phrase. 2. Revise the short passage written in class according to the teacher’s and deskmate’s suggestions, and hand it in the next class. 3. Finish the extension task assigned by the teacher. Design Intention: Homework is an important way to consolidate classroom learning. Reciting words and writing sentences helps students master the core vocabulary and phrases firmly. Revising the composition helps students improve their writing ability. The extension task helps students continue to learn after class and develop good learning habits. 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 $