Unit1 Learning Strategies and Habits-Exploring and Using 讲义-2025-2026学年高中英语重大版必修第一册

Unit 1 Learning Strategies and Habits-Exploring and Using 教学目标和重难点 教学目标 Language Competence: Master core vocabularies and sentence patterns about learning strategies. Cultural Awareness: Understand the diversity of learning habits at home and abroad. Thinking Quality: Analyze and evaluate learning strategies critically. Learning Ability: Master practical learning strategies and form good learning habits. 教学重难点 Key Points: Master vocabularies like strategy, concentrate, efficient and sentence patterns for describing learning strategies; grasp practical learning methods. Difficult Points: Apply learned strategies to real learning scenarios and evaluate their effectiveness in English. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Interest The teacher starts the class with an open question: “What difficulties do you usually meet when learning English? How do you solve them?” Then, invite 3-4 students to share their experiences in English. After that, the teacher shows two pictures on the screen: one is a student who stays up late to finish homework but still fails to meet the requirements, and the other is a student who uses a study schedule to finish tasks efficiently. The teacher asks: “Why do these two students have different learning effects? What’s the key factor?” Finally, the teacher summarizes and leads to the topic of this lesson: “The key is learning strategies and habits. Today, we will explore practical learning strategies and learn how to use them properly.” Design Intention: This lead-in links students’ real learning experiences, which can quickly activate their prior knowledge about learning methods. The contrast between the two pictures can arouse students’ curiosity and make them realize the importance of learning strategies, laying a good foundation for the subsequent exploration of the lesson. Meanwhile, asking students to share in English can help them practice oral expression and adapt to the English teaching environment. Step 2: Presentation — Explore Core Vocabularies and Learning Strategies First, the teacher presents the core vocabularies of this lesson, including strategy, habit, efficient, concentrate, timetable, review, note-taking, preview and their common collocations. For example, “develop a good learning habit”, “adopt an efficient learning strategy”, “concentrate on study”, “make a detailed timetable”, “preview lessons before class” and “review what has been learned after class”. The teacher explains the meanings of the vocabularies with simple English sentences and combines them with students’ daily learning scenarios to help students understand and remember. For instance, when explaining “concentrate”, the teacher says: “When you study, you should put away your mobile phone and focus your attention on your books. That is to concentrate on your study.” Then, the teacher guides students to explore common learning strategies based on the textbook’s Exploring and Using section. The teacher divides the strategies into four types: preview strategies, class learning strategies, review strategies and note-taking strategies. For each type of strategy, the teacher first asks students to discuss in pairs: “What do you usually do when previewing a new lesson?” “How can we learn efficiently in class?” After the discussion, the teacher invites groups to share their ideas, and then supplements and summarizes the scientific strategies in English. For example, for preview strategies, the teacher summarizes: “Before class, we should read the new text quickly, find out the new words and difficult sentences, and try to understand the main idea of the text. This can help us learn better in class.” For note-taking strategies, the teacher introduces the Cornell Note-Taking Method simply: “When taking notes, we can divide the notebook into three parts: key points, questions and summaries. This can help us review more efficiently.” Design Intention: Vocabulary is the foundation of language learning. By combining vocabularies with students’ daily learning scenarios, it is easier for students to understand and master them. Exploring learning strategies through group discussion can give full play to students’ subjectivity, make them actively participate in the learning process, and help them connect their existing learning experience with the new strategies. Introducing scientific learning strategies can help students form a systematic understanding of learning methods and lay a foundation for their subsequent application. Step 3: Practice — Consolidate Vocabularies and Apply Strategies This step is divided into three sub-tasks to help students consolidate what they have learned and gradually apply the strategies to practice. Task 1: Vocabulary Fill-in-the-Blank. The teacher hands out exercise sheets with sentences related to learning strategies. Students need to fill in the blanks with the core vocabularies learned in this lesson. For example: 1. We should ______ a good habit of previewing lessons every day. 2. Using a proper learning ______ can make our study more ______. 3. It’s important to ______ on what the teacher says in class. After students finish the exercise, the teacher checks the answers together with the whole class, explains the wrong answers and emphasizes the collocations of the vocabularies again. Task 2: Pair Work — Describe Your Learning Strategies. Students work in pairs to describe their own learning strategies using the vocabularies and sentence patterns learned. The teacher provides a sample dialogue: Student A: “What learning strategies do you use to remember new words?” Student B: “I usually review new words every morning and make notes of them. I think this is an efficient strategy.” Then, students are required to discuss different aspects of learning strategies, such as note-taking, time management and review. The teacher walks around the classroom to guide students, correct their wrong expressions and help them use the vocabularies and sentence patterns correctly. Task 3: Group Work — Design a Personal Learning Plan. Students are divided into groups of 4-6. Each group is required to design a personal learning plan for a student who has difficulty in English learning, using the learning strategies explored in this lesson. The plan should include preview, class learning, review and note-taking strategies. Each group appoints a recorder to write down the plan and a speaker to present it to the whole class. When presenting, the speaker needs to explain the design ideas of the plan in English. Design Intention: The three sub-tasks are arranged from easy to difficult, which conforms to the law of students’ cognitive development. Task 1 focuses on consolidating vocabularies and their collocations, helping students master the basic language knowledge. Task 2 provides students with the opportunity to practice oral expression, enabling them to use the learned language knowledge in communication. Task 3 requires students to apply the learned strategies to practical scenarios, which not only consolidates the strategies but also cultivates their cooperative ability and problem-solving ability. Meanwhile, designing a learning plan for others can help students understand the application of strategies more deeply and lay a foundation for their own strategy adjustment. Step 4: Exploration — Deepen Understanding and Cultivate Critical Thinking After the practice, the teacher guides students to explore further: “Are all the learning strategies we learned suitable for everyone? Why or why not?” Then, the teacher presents two different cases: Case 1: A student uses the Cornell Note-Taking Method but finds it time-consuming and can’t keep up with the teacher’s speed in class. Case 2: A student previews lessons carefully every day but still can’t understand the teacher’s explanation in class. The teacher asks students to discuss in groups: “What’s the problem with these two students? How can they adjust their learning strategies?” After the discussion, each group shares their views. The teacher summarizes: “There is no one-size-fits-all learning strategy. Different students have different learning styles and learning needs. We need to choose and adjust learning strategies according to our own situation. When a strategy is not suitable for us, we should try to find the reason and change it to a more suitable one.” Then, the teacher guides students to reflect on their own learning strategies: “Think about your own learning strategies. Are they suitable for you? What can you do to improve them?” Students write down their reflections in English in their notebooks, and some students are invited to share their reflections with the whole class. Design Intention: This step aims to cultivate students’ critical thinking. By analyzing specific cases, students can realize that learning strategies are not fixed and need to be adjusted according to their own situation. Guiding students to reflect on their own learning strategies can help them connect the learned content with their own practice, deepen their understanding of learning strategies, and cultivate their ability to evaluate and adjust strategies independently, which is an important part of improving their learning ability. Step 5: Application — Expand and Extend to Real Learning The teacher introduces some extended learning strategies combined with the characteristics of senior high school English learning, such as the strategy of memorizing words by context, the strategy of improving reading speed by skimming and scanning, and the strategy of improving listening ability by listening to English songs and news. The teacher explains these strategies in simple English and gives specific examples. For example, when introducing the strategy of memorizing words by context, the teacher says: “When we read a text, we can guess the meaning of new words according to the context, and then remember them together with the context. This is more efficient than memorizing words in isolation.” Then, the teacher assigns a practical task: “After class, you need to apply the learning strategies learned in this lesson to your English study. For example, use the Cornell Note-Taking Method to take notes in the next English class, make a daily study timetable, and preview and review the lessons according to the strategies. Next class, you will share your application experience and feelings.” In addition, the teacher recommends some English learning resources, such as English learning apps, English newspapers and magazines, to help students apply the strategies in a wider range. The teacher says: “You can use these resources to practice your listening, speaking, reading and writing skills, and try to apply the strategies we learned today to your daily learning. This will help you improve your English level better.” Design Intention: Extending learning strategies can enrich students’ knowledge of learning methods and help them adapt to the requirements of senior high school English learning. Assigning practical tasks can urge students to apply the learned strategies to real learning, realizing the transformation from “learning strategies” to “using strategies”. Recommending learning resources can broaden students’ learning channels and help them form a good habit of autonomous learning, which is conducive to the long-term development of their learning ability. Step 6: Summary and Reflection — Consolidate and Improve First, the teacher invites students to summarize the content of this lesson in English. Students can share what they have learned, including core vocabularies, learning strategies and their understanding of learning habits. Then, the teacher makes a comprehensive summary: “In this lesson, we have learned some core vocabularies about learning strategies and habits, explored practical learning strategies such as preview, review and note-taking, and realized that learning strategies need to be adjusted according to our own situation. The most important thing is to apply these strategies to our daily learning and form good learning habits, which will help us become better learners.” Then, the teacher guides students to do a self-evaluation: “Please evaluate your performance in this lesson. Did you master the core vocabularies? Did you actively participate in the discussion? Do you know how to apply the learning strategies? What problems do you still have?” Students can write down their self-evaluation in their notebooks, and the teacher communicates with some students individually to understand their learning situation and solve their doubts. Finally, the teacher arranges the after-class homework: 1. Recite the core vocabularies and their collocations learned in this lesson. 2. Write a short passage (80-100 words) about your own learning strategies and how you will apply them in the future. 3. Practice the learning strategies in your daily English study and record your experience. Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge they have learned and strengthen their memory. Self-evaluation can help students realize their own advantages and disadvantages, and improve their ability of self-reflection. The after-class homework is closely linked to the content of the lesson, which can consolidate the learning effect, promote students to apply the strategies to practice, and form a good learning cycle. 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 $