Unit1 Learning Strategies and Habits-Listening, Speaking and Writing 讲义-2025-2026学年高中英语重大版必修第一册

Unit 1 Learning Strategies and Habits-Listening, Speaking and Writing 教学目标和重难点 教学目标 Language competence: Master core vocabularies and sentence patterns to express learning strategies and habits. Cultural awareness: Understand Sino-foreign learning differences and foster positive attitudes. Thinking quality: Analyze strategy effectiveness and evaluate habits critically. Learning ability: Master practical strategies and optimize personal learning habits. 教学重难点 Key points: Use core vocabularies (strategy, efficient, concentrate) and non-finite verbs to discuss learning habits; complete listening comprehension and oral communication smoothly. Difficult points: Apply strategies in real contexts and write a coherent passage about personal learning methods. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme The teacher starts the class with a warm-up activity: “Let’s do a quick self-check. Please think silently: Do you often feel time is not enough? Have you tried making a study plan but failed to stick to it?” After a short thinking, invite 3-4 students to share their answers in simple English. Then show two pictures on the screen: one is a student staying up late to finish homework in a mess, and the other is a student completing tasks efficiently with a study timetable. Ask: “Which student do you want to be? Why?” Guide students to discuss the differences in learning efficiency and naturally lead to the theme of “Learning Strategies and Habits”. Next, review junior high school vocabularies related to learning methods, such as “review lessons, take notes, keep diaries”, and ask students to describe their daily learning habits with simple sentences, like “I usually review English words every evening.” Then introduce new core vocabularies: strategy, habit, efficient, concentrate, timetable. Combine simple examples, such as “Good learning strategies can make study more efficient.” to help students understand word meanings and collocations, laying a foundation for subsequent listening, speaking and writing activities. Design Intention: The warm-up activity is closely related to students’ daily study life, which can quickly arouse students’ interest and resonance, reduce their anxiety about learning new knowledge. Reviewing old vocabularies helps connect junior high school and senior high school knowledge, realizing the continuity of learning. Introducing core vocabularies in the context of the theme enables students to understand and remember words better, laying a solid language foundation for the follow-up teaching links. Listening: Comprehend and Analyze Information Pre-listening: The teacher briefly introduces the listening material background: it is a dialogue between two senior high school students, Li Hua and Wang Ming, talking about their learning strategies and daily habits. Then list the key vocabularies and phrases in the listening material, such as “time management, Cornell note-taking method, focus on study, avoid distractions”, and explain their meanings and usages briefly. Ask students to predict the content of the dialogue: “What do you think Li Hua and Wang Ming will talk about? What learning strategies may they mention?” Let students share their predictions in pairs, which helps them form a preliminary understanding of the listening content and improve listening efficiency. While-listening: Play the listening material twice. For the first time, ask students to listen carefully and finish a simple task: tick the learning strategies mentioned in the dialogue (multiple choice questions, including time management, note-taking method, preview before class, review after class). For the second time, ask students to listen in detail and fill in the blanks: complete the key information about Li Hua’s and Wang Ming’s learning habits, such as “Li Hua makes a timetable to study for 45 minutes and has a 5-minute break.” “Wang Ming uses the Cornell note-taking method to record key points and questions.” During the listening process, the teacher can pause appropriately for students who have difficulty keeping up, ensuring that most students can grasp the key information. Post-listening: First, check the answers with the whole class. Invite students to share their answers and explain the reasons, especially the key information points they heard. Then, ask students to retell the main content of the dialogue in pairs. Each pair selects one student to retell the dialogue briefly in front of the class, focusing on the learning strategies and habits mentioned by Li Hua and Wang Ming. After that, organize a group discussion: “Which of the learning strategies mentioned in the dialogue do you think is the most useful? Why?” Guide students to express their own views and analyze the advantages of different learning strategies. Design Intention: The pre-listening link helps students build a vocabulary and content framework, reducing the difficulty of listening comprehension. Playing the listening material twice, from general understanding to detailed grasping, conforms to the law of students’ listening comprehension, and can help students gradually deepen their understanding of the listening content. The post-listening retelling and discussion not only check students’ listening effect, but also train their oral expression ability and thinking ability, and lay a foundation for the subsequent speaking link. Speaking: Practice and Communicate Effectively Language Input and Practice: The teacher summarizes the key sentence patterns in the listening dialogue, such as “I usually... to improve my study.” “I find it useful to... ” “What’s your learning strategy for...?” “I suggest you... ” Then, provide some examples to help students understand and master these sentence patterns. For example, “I usually listen to English songs to improve my listening ability.” “I find it useful to take notes in class.” “What’s your learning strategy for memorizing new words?” “I suggest you review words every morning.” Ask students to practice these sentence patterns in pairs, changing the content according to their own learning habits. Guided Discussion: Divide students into groups of 4-6. Distribute a “Learning Habit Self-evaluation Form” to each student, which includes items such as “Do you make a study plan every day?” “Do you take notes in class?” “Do you review lessons regularly?” Students first tick their own habits, then discuss in groups: “Which of your habits are helpful? Which need to be improved? What learning strategies can you use to improve these habits?” During the discussion, the teacher walks around the classroom, guides students to use the key vocabularies and sentence patterns they have learned, and helps students who have difficulty expressing themselves. For example, if a student cannot express “I want to improve my note-taking ability”, the teacher can prompt: “You can say ‘I want to improve my ability to take notes. What’s your suggestion?’” Group Presentation: Each group selects a representative to share the group’s discussion results in front of the class. The representative needs to introduce the group members’ learning habits, the helpful and need-to-improve habits, and the corresponding learning strategies. After each group’s presentation, the teacher makes positive comments, affirms the advantages of the group’s expression, such as “You use the sentence pattern ‘I suggest...’ correctly.” “Your analysis of learning strategies is very reasonable.”, and puts forward appropriate suggestions for improvement, such as “You can use more vocabularies like ‘efficient’ and ‘concentrate’ to make your expression more accurate.” Role-play: Arrange a role-play activity. Ask students to play the roles of two senior high school students, talking about their learning strategies and habits. The dialogue should include at least 3 learning strategies and 5 key sentence patterns learned. Students can design the dialogue content according to their own actual situation, and add appropriate body language to make the dialogue more natural and vivid. After the role-play, invite 2-3 groups to perform in front of the class, and let other students evaluate their performance, focusing on the accuracy of language use and the fluency of the dialogue. Design Intention: The language input link helps students master the key sentence patterns needed for speaking, providing a language support for their communication. The guided discussion combines students’ own actual situation, which makes the speaking topic more realistic and can stimulate students’ enthusiasm for participation. Group presentation and role-play not only train students’ oral expression ability and cooperative learning ability, but also let students apply the learned knowledge to practice, realizing the combination of learning and using. The teacher’s comments and students’ mutual evaluation can help students find their own shortcomings and improve their speaking ability. Writing: Integrate and Express Coherently Pre-writing: First, the teacher guides students to sort out the learning strategies and habits they have learned in this class, such as time management, note-taking method, preview and review, concentrating on study, etc. Then, introduce the writing task: write a short passage titled “My Learning Strategies and Habits”, which should include the following contents: your daily learning habits, the learning strategies you often use, the advantages of these strategies, and your plans to improve your learning habits. Next, analyze the structure of the passage: the beginning part briefly introduces the importance of learning strategies and habits; the body part details your own learning habits and strategies, with specific examples; the ending part puts forward your own improvement plans or expectations. Then, the teacher provides a model passage for students to refer to. The model passage should use the key vocabularies and sentence patterns learned in this class, and have a clear structure and coherent logic. For example: “Learning strategies and good habits are very important for senior high school students. They can help us study more efficiently. I have some good learning habits. Every morning, I get up early to read English words and texts, which helps me improve my reading and speaking ability. In class, I take notes carefully using the Cornell note-taking method, which helps me remember the key points easily. After class, I review the lessons regularly and finish my homework on time. However, I still have some shortcomings. Sometimes I can’t concentrate on my study. In the future, I will make a more detailed study timetable and avoid distractions. I believe that with good strategies and habits, I can make greater progress in my study.” After reading the model passage, ask students to analyze its structure and the use of language, and summarize the writing skills. While-writing: Students start to write independently. During the writing process, the teacher walks around the classroom to provide guidance for students. For students who have difficulty starting to write, the teacher can prompt them to list the outline first, such as “First, write the importance of learning strategies and habits; then write your own habits and strategies; finally write your improvement plans.” For students who have problems in language use, the teacher can help them correct mistakes, such as the wrong use of non-finite verbs, incorrect collocations of vocabularies, etc. At the same time, remind students to use the key vocabularies and sentence patterns learned in this class, pay attention to the coherence and logic of the passage, and avoid grammatical mistakes. Post-writing: First, organize students to carry out peer review. Each student exchanges their writing with their deskmate, and evaluates according to the following standards: whether the structure is clear, whether the content is complete, whether the language is accurate and fluent, whether the key vocabularies and sentence patterns are used correctly. Students can put forward modification suggestions for their deskmate’s writing, such as “You can add a specific example to illustrate the advantage of your learning strategy.” “There is a grammatical mistake here, you should use ‘doing’ instead of ‘to do’.” Then, the teacher selects 3-4 students’ writing works (including excellent works and works with common problems) to display on the screen. For excellent works, the teacher leads students to appreciate them, analyzes their advantages, such as clear structure, accurate language, and appropriate use of examples, and encourages other students to learn from them. For works with common problems, the teacher guides students to find out the mistakes together and put forward modification suggestions, helping students avoid similar mistakes in the future. Finally, students revise their own writing according to the peer review and the teacher’s comments, and submit their revised works. Design Intention: The pre-writing link helps students clarify the writing task, structure and skills, reducing the difficulty of writing. The model passage provides a reference for students, helping them understand how to apply the learned knowledge to writing. The while-writing guidance ensures that each student can complete the writing task smoothly, and helps students solve the problems encountered in the writing process in time. The post-writing peer review and teacher evaluation not only help students find their own shortcomings, but also train their ability to evaluate and modify writing, and improve their writing level comprehensively. Summary and Extension The teacher summarizes the content of this class: in this class, we have learned the core vocabularies and sentence patterns related to learning strategies and habits, completed the listening comprehension task, practiced oral communication through discussion and role-play, and finished the writing task of introducing personal learning strategies and habits. Then, the teacher emphasizes the importance of learning strategies and good habits, and encourages students to apply the strategies learned in this class to their daily study, constantly optimize their own learning habits, and improve their learning efficiency. For the extension activity, ask students to interview their classmates or teachers after class, collect more effective learning strategies, and make a “Learning Strategy Handbook” in groups. The handbook should include different learning strategies for different subjects, the advantages of each strategy, and specific application methods. In the next class, each group will share their handbook, so as to enrich students’ learning strategies and promote mutual learning among students. Design Intention: The summary helps students sort out the knowledge learned in this class, strengthen memory and form a systematic knowledge framework. The extension activity extends the teaching content from the classroom to the after-class, which not only enriches students’ learning experience, but also trains their ability to collect and sort out information and cooperative learning ability, and realizes the sustainable development of students’ learning ability. 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 $