Unit 1 What's Being Gifted 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三册

Unit 1 What's Being Gifted-Section 3 Using English in Context 教学目标和重难点 教学目标 It focuses on improving students’ language ability in using gift-related expressions, cultivating cultural awareness of cross-cultural views on giftedness, developing critical thinking about giftedness, and enhancing autonomous learning ability through practice. 教学重难点 Key: Master core vocabulary about giftedness and use related expressions in real contexts. Difficulty: Understand cross-cultural differences in giftedness and use English flexibly to express views on giftedness. 教学过程 Lead-in: Activate Prior Knowledge and Guide Context Entry The teacher starts the class with an open question: “Do you think you are gifted? What kinds of giftedness have you seen in your life?” Then, show some pictures on the screen, including a student who is good at painting, a child who plays the piano well, and a person who is skilled at solving mathematical problems. Ask students to discuss in pairs for a few minutes and share their opinions. After that, invite 2-3 groups to present their ideas. Finally, the teacher summarizes: “Giftedness is not just about natural talents; it also needs to be developed through practice. Today, we will learn to use English in real contexts related to ‘what’s being gifted’.” Design Intention: This lead-in links students’ real-life experiences with the theme of the unit, which can quickly arouse their interest in learning. By asking questions and showing pictures, students’ prior knowledge about giftedness is activated, and they can naturally enter the context of using English to talk about giftedness. Pair discussion also provides students with opportunities to practice oral expression initially, laying a foundation for the subsequent teaching activities. Vocabulary and Phrase Consolidation: Lay a Foundation for Contextual Application First, the teacher presents the core vocabulary and phrases of this section on the screen, including gifted, talent, potential, nurture, discover, enhance, giftedness, have a gift for, be good at, develop one’s potential, etc. For each word and phrase, the teacher gives a sentence related to the theme of giftedness, such as “She is gifted in music and has won many awards.” “We should nurture our talents and make them better.” Then, ask students to read the words and sentences aloud twice, correcting their pronunciation and intonation in time. After that, carry out a “vocabulary matching” activity: prepare some cards with words and phrases on one side and their Chinese meanings or example sentences on the other side. Divide students into groups of 4, and let them match the words with their meanings or sentences as quickly as possible. The group that finishes first and with the highest accuracy wins a small reward. Next, design a “sentence making” task. Ask students to use at least 3 of the core words and phrases to make sentences about giftedness, and they can combine their own experiences or the examples they saw in the lead-in part. For example, “My deskmate has a gift for painting, and she keeps practicing every day to enhance her skills.” After students finish making sentences, invite some of them to share their sentences with the whole class, and the teacher comments and corrects them, focusing on whether the words and phrases are used correctly and whether the sentences are logical. Design Intention: Vocabulary is the foundation of language application. By presenting, reading, matching and sentence making, students can consolidate the core vocabulary and phrases of this section, and master their usage in specific contexts. The group activity increases the interactivity of the class, stimulates students’ learning enthusiasm, and enables students to apply vocabulary in practice instead of just memorizing it mechanically. The teacher’s correction and comments help students find their mistakes in time and improve their ability to use vocabulary correctly. Listening Practice: Understand Context and Improve Listening Ability Before listening, the teacher briefly introduces the background of the listening material: “This is a conversation between two students, Li Ming and Wang Hong. They are talking about their classmates’ giftedness and how to develop their own potential.” Then, ask students to look at the listening tasks in the textbook, which include multiple-choice questions and short-answer questions. Guide students to predict the content of the listening material according to the tasks, for example, “From the questions, we can know that they will talk about what their classmates are good at and how to develop talents.” Play the listening material twice. For the first time, ask students to listen carefully and get the main idea of the conversation, and complete the multiple-choice questions that test the main idea. For the second time, ask students to listen carefully again and complete the short-answer questions, focusing on the key information such as the specific giftedness of the classmates and the suggestions on developing potential. After listening, check the answers with the whole class. For the questions that students answer incorrectly, play the relevant part of the listening material again, and guide students to find the key information to correct their answers. Then, invite students to retell the main content of the conversation in their own words, using the core vocabulary and phrases they have learned. Design Intention: Listening practice is an important part of using English in context. By introducing the background and guiding students to predict, students can better understand the listening material. Playing the listening material twice, with different focuses each time, helps students gradually grasp the key information and improve their listening comprehension ability. Retelling the conversation enables students to integrate listening and speaking, and further consolidate the use of core vocabulary and phrases in context. Reading and Analysis: Deepen Understanding of Theme and Master Contextual Expression Present the reading passage of this section on the screen. The passage mainly talks about the different views on giftedness in different cultures and how to discover and develop one’s own giftedness. First, ask students to read the passage silently and answer the following questions: 1. What is the main idea of the passage? 2. What are the different views on giftedness in Eastern and Western cultures? 3. What suggestions does the passage give on developing one’s giftedness? After students finish reading, invite them to answer the questions, and the teacher summarizes and supplements to ensure that students understand the main content of the passage. Then, carry out a “detailed reading” activity. Divide students into groups of 4, and assign each group a paragraph of the passage. Ask them to read the paragraph carefully, find out the key sentences and difficult sentences, and discuss the meaning of the difficult sentences with their group members. For example, the sentence “Giftedness is not a fixed trait; it can be developed through hard work and proper guidance.” The teacher can guide students to analyze the structure of the sentence, understand the meaning of “fixed trait” and “proper guidance”, and let students talk about their own understanding of this sentence. After the group discussion, each group selects a representative to share their analysis results with the whole class. The teacher comments on each group’s performance, focuses on explaining the difficult sentences and key expressions in the passage, such as “be regarded as”, “focus on”, “play an important role in”, etc., and guides students to master how to use these expressions in context. Then, ask students to read the passage aloud together, paying attention to the rhythm and emotion of the reading, so as to deepen their understanding of the passage. Design Intention: Reading is an important way to input language and understand the theme. Silent reading helps students grasp the main idea quickly, while detailed reading enables students to deeply understand the details and difficult points of the passage. Group discussion encourages students to communicate and cooperate, and helps them solve problems in reading independently. The teacher’s explanation and guidance help students master the key expressions and sentence structures in the passage, laying a foundation for their subsequent oral and written expression. Speaking Practice: Apply Knowledge in Context and Improve Oral Expression Ability Based on the listening and reading materials, design a “group discussion” activity. The discussion topic is: “Do you agree that giftedness can be developed? What should we do to develop our own giftedness?” Before the discussion, the teacher gives some tips: 1. Use the core vocabulary and phrases learned in this section, such as talent, potential, nurture, enhance, etc. 2. Combine your own experiences or examples in life to support your views. 3. Listen to your group members’ opinions carefully and respond actively. Divide students into groups of 5, and let them discuss the topic for a few minutes. During the discussion, the teacher walks around the classroom, observes the students’ performance, and provides help and guidance when necessary. For example, if a student has difficulty expressing his or her views, the teacher can prompt with simple questions: “What do you think is the most important way to develop giftedness?” “Can you give an example to support your view?” After the discussion, each group selects a representative to make a presentation to the whole class, introducing the group’s views and reasons. The presentation time of each group is 2-3 minutes. After each group’s presentation, other students can ask questions or put forward their own different views, and the representative of the group responds. Finally, the teacher summarizes the students’ presentations, affirms their advantages, points out the problems in their expression, such as incorrect use of words, unsmooth sentences, etc., and gives suggestions for improvement. Then, carry out a “role-play” activity. Ask students to work in pairs. One student acts as a reporter, and the other acts as a student who has a certain gift. The reporter interviews the student about his or her gift, how to discover it, and how to develop it. The dialogue should include the core vocabulary and phrases learned in this section. For example: Reporter: “What gift do you have?” Student: “I have a gift for playing the guitar.” Reporter: “How did you discover your gift?” Student: “I found that I could play simple songs after listening to them once, so my teacher suggested that I learn to play the guitar.” Reporter: “What do you do to enhance your skills?” Student: “I practice playing the guitar for an hour every day and take guitar lessons on weekends.” After students finish the role-play, invite 2-3 pairs to perform their dialogues in front of the whole class, and the teacher comments and corrects them. Design Intention: Speaking practice is the key link of using English in context. Group discussion and role-play provide students with real communication scenarios, enabling them to apply the learned vocabulary, phrases and sentence structures to oral expression. The teacher’s guidance and comments help students improve their oral expression ability, and the interaction between students also enhances their communication skills and cooperative awareness. Writing Practice: Integrate Knowledge and Improve Written Expression Ability Ask students to write a short passage with the title “My View on Giftedness”. The requirements are: 1. The passage should be about 100-120 words. 2. Use at least 5 core vocabulary and phrases learned in this section. 3. Express your own views on giftedness, including what giftedness is, whether it can be developed, and how to develop it. 4. The passage should be logical and fluent, with correct grammar and spelling. Before writing, the teacher gives a writing outline to help students organize their ideas: 1. Introduction: What is your understanding of giftedness? 2. Main body: Do you think giftedness can be developed? Why? What suggestions do you have on developing giftedness? 3. Conclusion: Summarize your views and express your determination to develop your own giftedness. Students start writing independently. During the writing process, the teacher walks around the classroom, answers students’ questions, and helps them solve problems in writing, such as how to use a certain phrase correctly, how to make the sentence structure more reasonable, etc. After students finish writing, ask them to check their own passages first, focusing on grammar, spelling, punctuation and the use of vocabulary and phrases. Then, carry out a “peer evaluation” activity: students exchange their passages with their deskmates, and evaluate each other’s passages according to the writing requirements. They can put forward suggestions for improvement, such as adding an example, correcting a wrong word, etc. After peer evaluation, invite some students to hand in their passages, and the teacher displays them on the screen, comments on them in detail, affirms their advantages, such as correct use of vocabulary, clear logic, etc., and points out the problems that need to be improved, such as incorrect tense, unsmooth sentences, etc. Then, the teacher writes a model passage on the blackboard, showing students how to use the core vocabulary and phrases correctly and how to organize the ideas logically. Finally, ask students to revise their own passages according to the teacher’s comments and peer suggestions. Design Intention: Writing practice is an important way to test students’ ability to use English comprehensively. The writing outline helps students organize their ideas and avoid writing without focus. Peer evaluation enables students to learn from each other, find their own problems in writing, and improve their ability to evaluate and revise passages. The teacher’s comments and model passage provide students with clear guidance, helping them improve their written expression ability and integrate the knowledge learned in this section. Summary and Homework: Consolidate Knowledge and Extend Context Application First, the teacher summarizes the content of this class: “In today’s class, we have consolidated the core vocabulary and phrases related to giftedness, practiced listening, reading, speaking and writing skills, and learned to use English in real contexts related to ‘what’s being gifted’. We also discussed the views on giftedness and the ways to develop it. I hope you can apply what you have learned to your daily life and try to use English to talk about giftedness with others.” Then, assign the homework: 1. Review the core vocabulary and phrases learned in this section, and make 5 sentences with them. 2. Listen to the listening material again and retell it in writing (about 80 words). 3. Interview your family members or friends about their views on giftedness, and write a short interview report (about 120 words), using the expressions learned in this class. 4. Preview the next section. Design Intention: Summary helps students sort out the knowledge learned in this class and deepen their understanding. The homework is designed to consolidate the knowledge and skills learned in class, extend the context of language application, and link classroom learning with daily life. Different types of homework meet the needs of different students, helping them improve their comprehensive English ability in practice. 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 $