Theme B Learning to Enjoy 教案-2025-2026学年高中英语重大版必修第一册

Theme B Learning to Enjoy 教学目标和重难点 教学目标 Language Ability: Students can master and use vocabulary and sentence patterns related to "enjoying life" to express hobbies, leisure activities and feelings in English. Cultural Awareness: Understand the diversity of leisure lifestyles in different cultures and cultivate respect for multiculturalism. Thinking Quality: Develop critical and innovative thinking by discussing and evaluating different ways of enjoying life. Learning Ability: Master effective learning strategies such as cooperation and inquiry to improve autonomous learning ability and form a positive learning attitude. 教学重难点 Key Points: Master core vocabulary (e.g., hobby, entertainment, leisure, relax) and sentence patterns (e.g., "I enjoy doing...", "It’s enjoyable to..."); understand the main idea and details of texts about enjoying life; be able to talk about personal leisure activities in simple English. Difficult Points: Flexibly use the sentence patterns to express feelings and preferences; understand the cultural differences of leisure activities and correctly conduct cross-cultural communication; improve the ability of logical expression in oral and written English. 教学过程 Lead-in The teacher starts the class by showing a series of colorful pictures and short video clips, which include various leisure activities such as reading, listening to music, doing sports, painting, traveling and chatting with friends. After playing the video, the teacher asks the students some guiding questions in English: “What do you see in the pictures and video? Do you often do these activities in your spare time? Which one do you like best and why?” Then, the teacher invites 3-4 students to share their answers in front of the class, and gives positive comments and guidance, such as “Your answer is very clear! I’m glad you enjoy reading. It’s a good way to relax.” Design Intention: The visual and audio materials can quickly attract students’ attention and arouse their interest in the theme of “enjoying life”. The guiding questions are closely related to students’ daily life, which can reduce their anxiety in speaking English and encourage them to actively participate in classroom interaction. At the same time, it can naturally lead to the theme of the lesson and lay a foundation for the subsequent teaching content. Presentation of New Knowledge Vocabulary Teaching Based on the lead-in activities, the teacher presents the new core vocabulary one by one. For each word, the teacher first pronounces it clearly and asks the students to follow, then explains its meaning and usage with simple English and specific examples, and combines it with the pictures shown in the lead-in part to help students understand. For example, when teaching the word “hobby”, the teacher says: “A hobby is something you enjoy doing in your spare time. For example, reading books is my hobby, and playing basketball is his hobby.” Then, the teacher shows pictures of different hobbies and asks students to match the pictures with the corresponding words, such as hobby, entertainment, leisure, relax, paint, travel, listen to music, do sports. After that, the teacher organizes a quick memory game: the teacher says the Chinese meaning of the word, and students respond with the English word quickly; or the teacher shows the word, and students read it aloud and explain its meaning in simple English. Design Intention: Combining the context of students’ daily life to teach vocabulary can help students understand and remember words more easily. The matching game and quick response activity can increase the fun of vocabulary learning, enhance students’ memory of new words, and lay a solid language foundation for their subsequent listening, speaking, reading and writing activities. At the same time, it can train students’ listening and oral expression ability in a subtle way. Sentence Pattern Teaching After mastering the new vocabulary, the teacher introduces the key sentence patterns of this lesson: “I enjoy doing sth.”, “It’s enjoyable to do sth.”, “My favorite way of relaxing is doing sth.”, “I find it interesting to do sth.”. The teacher first explains the structure and usage of each sentence pattern with simple English, then gives specific examples combined with the vocabulary just learned. For example: “I enjoy reading books in my leisure time.” “It’s enjoyable to listen to music after a long day of study.” “My favorite way of relaxing is doing sports with my friends.” “I find it interesting to paint pictures on weekends.” Then, the teacher asks students to practice the sentence patterns in pairs. Each pair chooses one of their own hobbies and makes 2-3 sentences with the new sentence patterns. The teacher walks around the classroom to observe students’ practice, corrects their mistakes in pronunciation and grammar in time, and provides help for students who have difficulties. Design Intention: Sentence pattern teaching is closely combined with vocabulary teaching, which can help students apply the new words they have learned to specific sentences and realize the connection between vocabulary and syntax. Pair practice can provide more opportunities for students to speak English, help them master the usage of sentence patterns flexibly, and improve their oral expression ability. The teacher’s on-site guidance can timely solve the problems encountered by students in practice and ensure the effect of practice. Listening Practice The teacher tells students that they will listen to a short conversation about two students talking about their hobbies and leisure activities. Before listening, the teacher asks students to read the listening tasks carefully: What are the two students’ hobbies? How do they feel about their hobbies? Then, the teacher plays the recording twice. For the first time, students listen carefully to get the main idea of the conversation; for the second time, students listen again and complete the listening tasks. After listening, the teacher invites students to share their answers, checks the answers with the whole class, and explains the key points and difficult points in the listening material, such as the pronunciation of some words, the understanding of long sentences, and the implied meaning of the conversation. For example, if there is a sentence “I find it really relaxing to listen to classical music after finishing my homework”, the teacher can explain that “find it + adj. + to do sth.” is another common sentence pattern, which is similar to “it’s adj. + to do sth.”. Design Intention: Listening practice is an important part of improving students’ language ability. Through listening to real and simple conversations, students can consolidate the new vocabulary and sentence patterns they have learned, and improve their listening comprehension ability. The design of listening tasks is gradual, from getting the main idea to grasping the details, which conforms to the law of students’ listening learning. After listening, the teacher’s explanation can help students solve the difficulties in listening and deepen their understanding of the knowledge points. Reading Practice Pre-reading The teacher shows a picture of a student reading a book in the library and asks students: “Do you like reading? What kind of books do you like to read? Why do people like reading in their leisure time?” Then, the teacher introduces the reading text to students: “Today we will read a passage about the benefits of reading. It tells us why reading is a good way to enjoy life. Before reading, let’s predict what the passage will talk about.” Students can freely express their predictions, and the teacher encourages them to use the new vocabulary and sentence patterns they have learned. Design Intention: Pre-reading activities can arouse students’ interest in reading the text and activate their existing knowledge and experience related to reading. Predicting the content of the text can train students’ thinking ability and make them more focused when reading, which is conducive to improving their reading efficiency. While-reading First, students read the text silently by themselves to get the main idea of the passage. After reading, the teacher asks students: “What is the main idea of this passage?” Then, students read the text again carefully and complete the following tasks: Underline the key words and sentences in the passage; Answer the following questions: a. What are the benefits of reading mentioned in the passage? b. How can reading help us relax? c. What kind of books can we read to learn new things? During the reading process, the teacher walks around the classroom, provides help for students who have difficulties in understanding the text, and reminds students to pay attention to the use of new vocabulary and sentence patterns in the text. After students finish the tasks, the teacher organizes a class discussion. First, invite students to share the key words and sentences they underlined, and explain why they think these are key points. Then, check the answers to the questions with the whole class, and guide students to find the corresponding sentences in the text to support their answers. For example, when answering the question “What are the benefits of reading mentioned in the passage?”, the teacher guides students to find sentences such as “Reading can help us relax and reduce stress.” “Reading can broaden our horizons and help us learn new things.” “Reading can improve our language ability and thinking ability.” Design Intention: While-reading activities are designed to help students gradually deepen their understanding of the text, from grasping the main idea to understanding the details. Underlining key words and sentences can help students sort out the structure of the text and master the key information. Answering questions can test students’ understanding of the text and train their ability to find information quickly. Class discussion can encourage students to exchange their ideas and opinions, and deepen their understanding of the text content. Post-reading The teacher organizes students to discuss the following topics in groups of 4: “Do you agree with the views in the passage? Why or why not? What other benefits of reading do you think there are? What other ways of enjoying life can help us relax and improve ourselves?” Each group selects a representative to record the group’s opinions, and then invites each representative to share the group’s discussion results in front of the class. The teacher gives positive comments on each group’s sharing, affirms their good ideas, and supplements and guides them appropriately. For example, if a group mentions that “reading can help us make more friends who have the same hobbies”, the teacher can say: “That’s a very good point! Reading can bring us together with people who have the same interests, which is also a way to enjoy life.” Then, the teacher asks students to summarize the main content of the passage in their own words, using the new vocabulary and sentence patterns they have learned. The teacher invites 2-3 students to share their summaries, and corrects their mistakes in grammar and expression, and helps them improve their summaries. Design Intention: Post-reading discussion can help students further understand the theme of the text, combine the text content with their own life experience, and train their critical thinking and oral expression ability. Summarizing the text can help students sort out the structure of the text, consolidate the new vocabulary and sentence patterns, and improve their ability to express in English comprehensively. Speaking Practice The teacher divides students into groups of 5, and assigns a task to each group: “Each group designs a short dialogue about ‘How do we enjoy our spare time?’ The dialogue should include at least 3 new vocabulary words and 2 new sentence patterns learned in this lesson. Each group member should participate in the dialogue, and the dialogue should be natural and logical.” The teacher gives students some tips: they can talk about their own hobbies, the ways of enjoying life they usually use, the feelings brought by these activities, etc. During the group preparation, the teacher walks around the classroom to guide each group, helps them solve the problems encountered in designing the dialogue, and corrects their mistakes in grammar and expression. After each group finishes preparing, the teacher invites 2-3 groups to perform their dialogues in front of the class. After each performance, the teacher and other students give comments: first, affirm the advantages of the dialogue, such as “The dialogue is very natural and fluent, and you have used many new words and sentence patterns we learned today.” Then, put forward suggestions for improvement, such as “You can add some more details to make the dialogue more vivid.” Design Intention: Speaking practice is an important way to improve students’ oral expression ability. Group dialogue design can let each student have the opportunity to speak English, and train their cooperation ability and communication ability. The task design is closely combined with the new knowledge learned in this lesson, which can help students consolidate and apply the new vocabulary and sentence patterns flexibly. Comments from teachers and students can help students find their own advantages and disadvantages, and improve their oral expression ability continuously. Writing Practice The teacher tells students that they will write a short passage about “My Favorite Way of Enjoying Life”. The teacher first gives students some writing guidelines: Start with a topic sentence, introducing your favorite way of enjoying life; Explain why you like this way, including the feelings it brings to you, the benefits it brings to you, etc.; Use at least 5 new vocabulary words and 3 new sentence patterns learned in this lesson; The passage should be coherent and logical, with correct grammar and spelling. Then, the teacher gives students an example passage to help them understand the writing requirements better. For example: “My Favorite Way of Enjoying Life My favorite way of enjoying life is reading books in my leisure time. I enjoy reading because it can help me relax after a busy day of study. It’s enjoyable to read different kinds of books, such as novels, history books and science books. Reading can broaden my horizons and help me learn many new things that I can’t learn from textbooks. I find it interesting to immerse myself in the world of books, and it makes me feel peaceful and happy. Reading is not only a way to relax, but also a way to improve myself. I will keep reading and enjoy the happiness it brings to me.” After that, students start to write their own passages independently. The teacher walks around the classroom, provides help for students who have difficulties in writing, such as helping them think about the content of the passage, correcting their mistakes in grammar and spelling, and guiding them to use new vocabulary and sentence patterns flexibly. After students finish writing, they exchange their passages with their deskmates and help each other correct mistakes. Then, the teacher collects some students’ passages, reads them aloud in class, and gives comments and guidance, affirming their advantages and putting forward suggestions for improvement. Design Intention: Writing practice can help students consolidate the new vocabulary and sentence patterns they have learned, and improve their written expression ability. The writing guidelines and example passage can help students clarify the writing requirements and ideas, and reduce their difficulties in writing. Peer correction can let students learn from each other and improve their ability to find and correct mistakes. Teacher’s comments and guidance can help students further improve their writing level. Summary and Extension First, the teacher invites students to summarize what they have learned in this lesson, including new vocabulary, sentence patterns, listening, reading, speaking and writing skills. Then, the teacher makes a supplement and summary: in this lesson, we have learned the vocabulary and sentence patterns related to “enjoying life”, understood the benefits of reading as a way of enjoying life, and practiced listening, speaking, reading and writing. We have also discussed different ways of enjoying life, which helps us realize that enjoying life is an important part of our daily life, and it can help us relax, reduce stress and improve ourselves. Then, the teacher puts forward the extension task: “After class, please find some information about the ways of enjoying life in foreign countries, such as how people in Western countries spend their spare time, what their hobbies are, etc. Next class, we will share the information we find and discuss the cultural differences of leisure activities between China and foreign countries.” Design Intention: Summarizing the lesson can help students sort out the knowledge they have learned, consolidate the learning results, and form a systematic knowledge structure. The extension task can expand students’ vision, let them understand the cultural differences of leisure activities, cultivate their cultural awareness and cross-cultural communication ability, and also lay a foundation for the next class. 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 $