Unit 1 What's Being Gifted-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版选择性必修第三册

Unit 1 What's Being Gifted-Section 4 Expanding Our Horizon 教学目标和重难点 教学目标 Language competence: Master core vocabularies and sentence patterns about giftedness. Cultural awareness: Understand cross-cultural differences in giftedness perception. Thinking quality: Develop critical thinking to analyze giftedness. Learning ability: Cultivate autonomous and cooperative learning skills. 教学重难点 Key points: Grasp core vocabularies (gifted, potential, talent) and complex sentences; understand the theme of expanding horizons on giftedness. Difficult points: Use language flexibly to express views and deeply understand cross-cultural differences. 教学过程 Lead-in The teacher starts the class by showing a short video clip, which includes interviews with teenagers from different countries talking about their understanding of "being gifted". Some teenagers think gifted people are born with special talents in music or math, while others hold that giftedness can be developed through hard work and persistence. After playing the video, the teacher asks two questions: "What does 'being gifted' mean to you?" and "Do you think giftedness is inborn or acquired?" Then, invite 3-4 students to share their opinions freely in English. During the sharing process, the teacher does not interrupt or correct mistakes immediately, but only guides students to express their ideas clearly and encourages them to use simple and appropriate words to convey their views. Design Intention: The video clip integrating cross-cultural elements can quickly attract students' attention and arouse their interest in the topic of "giftedness". By asking open-ended questions, students are guided to think actively and express their own views, which not only lays a foundation for the subsequent teaching content, but also helps the teacher understand students' prior knowledge and cognitive level of the topic, so as to adjust the teaching progress and methods in a timely manner. Meanwhile, the free sharing link can cultivate students' oral expression ability and build their confidence in speaking English. Pre-reading: Vocabulary and Background Preview First, the teacher presents the core vocabularies and phrases of this section on the screen, including gifted, potential, talent, challenge, cultivate, tap into, sentimental value, handmade, etc. For each word and phrase, the teacher provides accurate English definitions, typical example sentences combined with the theme of "giftedness", and simple word formation analysis (such as the derivation of "gifted" from "gift"). For example, when explaining "potential", the teacher gives the example sentence "Everyone has great potential to be gifted if they work hard.", and guides students to read the word and the example sentence aloud to help them master the pronunciation and usage. Then, the teacher briefly introduces the background of the text: this section mainly focuses on the different understandings of giftedness in different cultures, and introduces how people in different countries discover and cultivate giftedness, so as to help students expand their horizons and form a comprehensive understanding of giftedness. After that, the teacher organizes students to carry out a group activity of "vocabulary matching". Each group is given a set of word cards and meaning cards. Students need to match the words with their corresponding meanings within a certain period of time, and the group that completes the matching correctly and quickly will get a small reward. After the activity, the teacher checks the matching results, explains the words that students easily confuse (such as "talent" and "gift"), and emphasizes their differences in usage: "talent" usually refers to a natural ability to do something well, while "gift" can refer to a natural ability or a present. Design Intention: Vocabulary is the foundation of language learning. By previewing core vocabularies and phrases, students can reduce the difficulty of understanding the text in the subsequent reading link. The combination of definitions, example sentences and word formation analysis helps students master the words in depth instead of simply memorizing them. The group vocabulary matching activity increases the interactivity of the class, mobilizes students' learning enthusiasm, and enables students to master vocabulary in a relaxed and pleasant atmosphere. The background introduction helps students understand the context of the text in advance, laying a good foundation for in-depth reading. While-reading: In-depth Text Analysis This link is divided into three parts: skimming, scanning and intensive reading, to help students understand the text step by step from shallow to deep. Skimming: The teacher asks students to read the text quickly and answer two questions: "What is the main topic of this section?" and "What are the two main aspects mentioned in the text about giftedness?" After students finish reading, invite several students to answer the questions, and the teacher summarizes: The main topic of this section is expanding our horizons on giftedness, and it mainly mentions two aspects: the different understandings of giftedness in different cultures and the ways to cultivate giftedness. Design Intention: Skimming training helps students quickly grasp the main idea of the text, improve their reading speed and the ability to capture key information. The two questions designed are closely related to the theme of the text, which can guide students to focus on the core content when reading, avoiding blind reading. Scanning: The teacher asks students to read the text again carefully, and find out the specific information according to the following questions: (1) How do people in Eastern cultures understand giftedness? (2) How do people in Western cultures understand giftedness? (3) What are the ways to cultivate giftedness mentioned in the text? Students are required to underline the key sentences in the text while reading, and then discuss with their group members to sort out the answers. After the discussion, each group sends a representative to present the group's answers, and the teacher comments and supplements, helping students sort out the key information clearly. For example, when students answer the first question, the teacher guides them to find the key sentence in the text: "In Eastern cultures, giftedness is often associated with hard work and modesty, and people believe that giftedness can be developed through continuous efforts." For the second question, the key sentence is: "In Western cultures, giftedness is more often regarded as an inborn talent, and people pay more attention to discovering and developing the unique talents of individuals." For the third question, the teacher helps students sort out the ways mentioned in the text: providing a good learning environment, encouraging independent thinking, carrying out practical activities and strengthening cooperation and communication. Design Intention: Scanning training helps students accurately find specific information in the text, improve their ability to locate information. Group discussion enables students to exchange ideas with each other, complement each other's shortcomings, and deepen their understanding of the text content. The teacher's comments and supplements can help students correct their misunderstandings and ensure that they grasp the key information of the text accurately. Intensive reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the difficult sentences and the author's writing intention. First, the teacher presents the difficult sentences in the text on the screen, such as "Giftedness is not a fixed trait, but a potential that can be developed with the right guidance and efforts." and "The differences in the understanding of giftedness between Eastern and Western cultures reflect the differences in their values and educational concepts." For each difficult sentence, the teacher analyzes its structure, explains the key words and phrases, and guides students to translate the sentence into Chinese, helping them understand the meaning of the sentence thoroughly. Then, the teacher asks students to think about the author's writing intention: "Why does the author write this section?" After students think and discuss, the teacher summarizes: The author hopes to help students understand the different connotations of giftedness in different cultures, break the one-sided understanding of giftedness, and encourage students to discover and cultivate their own potential, so as to expand their horizons. In addition, the teacher guides students to pay attention to the connection words in the text, such as however, besides, therefore, etc., and analyzes how these connection words help to form the logical structure of the text, so as to help students understand the writing characteristics of the text. At the same time, the teacher invites students to read the text aloud paragraph by paragraph, paying attention to the intonation and emotion, so as to feel the author's attitude towards the topic of giftedness. Design Intention: Intensive reading is the key link to deepen students' understanding of the text. By analyzing difficult sentences, students can break through the language barriers in reading and improve their ability to understand complex sentences. Analyzing the author's writing intention helps students understand the deep meaning of the text, not just the surface content. Paying attention to connection words helps students grasp the logical structure of the text and improve their reading ability and writing level. Reading aloud can help students feel the rhythm and emotion of the English language, and enhance their sense of language. Post-reading: Consolidation and Application This link is divided into three activities to help students consolidate the knowledge learned, apply it flexibly, and improve their comprehensive language ability. Sentence making activity: The teacher asks students to make sentences with the core vocabularies and phrases learned in this section, such as gifted, potential, cultivate, tap into, etc. Each student is required to make at least 3 sentences, and then share their sentences with their deskmates. After the mutual check, the teacher invites several students to share their sentences with the whole class, and comments on them, correcting the wrong sentences and affirming the good sentences. For example, if a student makes the sentence "We should cultivate our potential to become more gifted.", the teacher affirms the sentence and encourages other students to learn from it. If a student makes a wrong sentence like "He is gift in music.", the teacher corrects it to "He is gifted in music." and explains the usage of "gifted". Design Intention: Sentence making is an effective way to consolidate vocabulary and sentence patterns. By making sentences, students can apply the learned knowledge to practice, deepen their understanding and memory of vocabulary and sentence patterns. Mutual check between deskmates can help students find and correct their own mistakes, and improve their ability to use language accurately. The teacher's comments and guidance can further help students master the usage of vocabulary and sentence patterns, and avoid making similar mistakes. Group discussion: The teacher divides students into groups of 4-5, and gives the discussion topic: "Combined with the text content and your own experience, discuss how we can discover and cultivate our own giftedness in daily life." Before the discussion, the teacher reminds students to use the words, phrases and sentence patterns learned in this section, and encourages students to put forward their own opinions. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives appropriate guidance to the groups that have difficulty in discussion. For example, if a group has no idea, the teacher can prompt them: "You can refer to the ways mentioned in the text, such as providing a good learning environment, encouraging independent thinking, etc., and combine your own study and life experience to talk about it." After the discussion, each group sends a representative to make a 2-3 minute report to the whole class, introducing the group's views. After each group's report, the teacher makes a brief comment, affirming the advantages of the report and putting forward suggestions for improvement. Design Intention: Group discussion can cultivate students' cooperative learning ability and communication ability. The discussion topic is closely related to students' daily life, which can stimulate students' enthusiasm for participation and make them apply the learned knowledge to practical situations. The teacher's guidance and comments can help students improve their ability to express views in English and deepen their understanding of the theme of the text. Short writing practice: The teacher asks students to write a short passage of 80-100 words with the title "My View on Giftedness". The requirements are: (1) Express their own understanding of giftedness; (2) Mention the ways to cultivate giftedness; (3) Use at least 5 core vocabularies and phrases learned in this section. Before writing, the teacher provides a simple writing framework for students to refer to: First, put forward your own view on giftedness; then, introduce the ways to cultivate giftedness; finally, express your determination to discover and cultivate your own giftedness. During the writing process, the teacher walks around the classroom, answers students' questions and gives guidance to students who have difficulty in writing. After students finish writing, the teacher collects some students' works, reads them aloud in class, and comments on them, pointing out the advantages and shortcomings of the works, and guiding students to improve their writing ability. Design Intention: Short writing practice is an important way to test students' comprehensive language ability. It can help students integrate the learned vocabulary, sentence patterns and text content, and improve their ability to express views in written English. The writing framework provided can help students sort out their ideas and avoid writing without focus. The teacher's comments and guidance can help students find their own shortcomings in writing and improve their writing level continuously. Cultural Extension The teacher presents more specific cases of the understanding and cultivation of giftedness in different cultures on the screen. For example, in China, many parents pay attention to cultivating their children's talents through after-school tutoring and interest classes, emphasizing the combination of hard work and talent; in the United States, schools pay more attention to discovering students' unique talents, providing personalized teaching programs for gifted students, and encouraging students to pursue their own interests. Then, the teacher asks students to think about: "What are the advantages and disadvantages of the understanding and cultivation of giftedness in different cultures?" After students think and share their views, the teacher summarizes: Every culture has its own unique understanding and way of cultivating giftedness, which has its own advantages and disadvantages. We should respect the cultural differences, learn from each other's strengths, and form a scientific view of giftedness. In addition, the teacher recommends some related reading materials and videos to students, such as articles about the cultivation of gifted students in different countries and documentaries about gifted people, and encourages students to read and watch them after class to expand their horizons and deepen their understanding of the topic. Design Intention: Cultural extension is an important part of expanding students' horizons, which is in line with the theme of this section. By introducing specific cultural cases, students can have a more intuitive understanding of cross-cultural differences in giftedness, enhance their cultural awareness and cross-cultural communication ability. Recommending after-class reading materials and videos can help students extend their learning beyond the classroom, cultivate their autonomous learning ability and expand their knowledge reserve. Summary and Homework Summary: The teacher invites students to review the content of this class, and summarize the key points of this class, including core vocabularies, key sentences, the main idea of the text and the ways to cultivate giftedness. Then, the teacher makes a final summary: In this class, we have learned about the different understandings of giftedness in different cultures, mastered the core vocabularies and sentence patterns related to giftedness, and discussed the ways to cultivate giftedness. It is hoped that students can apply the knowledge learned in this class to their daily life, discover and cultivate their own potential, and form a comprehensive and scientific view of giftedness. Design Intention: Letting students summarize the key points of the class can help them sort out the knowledge learned, deepen their memory and understanding. The teacher's final summary can help students form a systematic understanding of the knowledge of this class and clarify the learning goals and significance. Homework: (1) Review the core vocabularies and phrases learned in this section, and recite the key sentences; (2) Polish the short passage written in class, and hand it in the next class; (3) Read the recommended after-class reading materials and watch the related videos, and write a short reading/watching report of 50-80 words; (4) Discuss with your family members about their views on giftedness, and take notes of the key points. Design Intention: Homework is an important link to consolidate the knowledge learned in class. The first homework helps students consolidate the basic knowledge; the second homework helps students improve their writing ability; the third homework helps students expand their horizons and cultivate their autonomous learning ability; the fourth homework connects the classroom learning with family life, making students feel that English learning is closely related to life, and further deepening their understanding of the theme of giftedness. 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 $