Theme A Learning to Know-Challenging Yourself A-Learning Cooperatively 教案-2025-2026学年高中英语重大版必修第三册

Theme A Learning to Know-Challenging Yourself A-Learning Cooperatively 教学目标和重难点 教学目标 Language Ability: Students will master key vocabulary and sentence patterns related to cooperative learning, and improve their abilities to understand, express and communicate in English through listening, speaking, reading and writing activities. Cultural Awareness: They will understand the importance of cooperative learning in different cultural contexts, cultivate respect for cultural differences and form a sense of cross-cultural communication. Thinking Quality: Students will develop logical thinking, critical thinking and innovative thinking by analyzing the value of cooperative learning and solving practical problems in group cooperation. Learning Ability: They will master effective cooperative learning strategies, enhance their awareness of autonomous learning and cooperative spirit, and lay a foundation for lifelong learning. 教学重难点 Key Points: Mastering core vocabulary (such as cooperate, teamwork, interdependence, accountable) and sentence patterns about cooperative learning; understanding the connotation, significance and basic elements of cooperative learning; being able to express views on cooperative learning in simple English. Difficult Points: Applying the learned vocabulary and sentence patterns to describe cooperative learning experiences and put forward practical cooperative strategies; cultivating the ability to cooperate effectively in group activities and solve conflicts in cooperation; understanding the cultural connotation of cooperative learning in different contexts. 教学过程 Pre-Class Preparation and Lead-In Before the class, students are asked to think about two questions: “What is cooperative learning in your opinion?” and “Have you ever participated in cooperative learning activities? What was your experience?” The teacher collects students’ preliminary views through a simple online questionnaire in advance to understand their prior knowledge and experience of cooperative learning, which lays a foundation for the design of in-class activities. The design intention is to activate students’ prior knowledge, arouse their learning interest, and establish a connection between the new lesson and their real life, so that students can quickly enter the theme of cooperative learning. In the lead-in part, the teacher starts with a short English video about cooperative learning. The video shows students from different countries completing a group task together, reflecting the process of division of labor, communication and mutual assistance in cooperative learning. After watching the video, the teacher asks two guiding questions in English: “What did you see in the video?” and “What do you think is the most important thing in the process of their cooperation?” Then, the teacher invites several students to share their views in English. During the sharing process, the teacher does not correct students’ grammatical mistakes immediately, but focuses on encouraging them to express their true feelings and views, so as to create a relaxed and active classroom atmosphere. The design intention is to use audio-visual materials to stimulate students’ sensory experience, make the abstract concept of cooperative learning more specific and intuitive, and further arouse students’ enthusiasm for participating in classroom activities. Presentation of New Knowledge First, the teacher presents the core vocabulary of this lesson through context. Combined with the content of the video just watched, the teacher writes the words “cooperate”, “teamwork”, “interdependence”, “accountable” and “promotive interaction” on the blackboard, and explains their meanings and usage with simple English sentences. For example, when explaining “interdependence”, the teacher says: “In the video, each student has their own task. They need to rely on each other to complete the whole task. This is interdependence.” At the same time, the teacher guides students to make simple sentences with these words, such as “We should cooperate with our classmates in group activities” and “Teamwork can help us solve problems more easily”. The design intention is to let students understand and master new vocabulary in a specific context, avoid isolated memory of words, and improve their ability to use vocabulary flexibly. Next, the teacher introduces the connotation and five essential elements of cooperative learning with reference to relevant teaching materials and theories. The teacher uses simple English to explain that cooperative learning is not just putting students into groups, but a teaching method that emphasizes positive interdependence, individual and group accountability, promotive interaction, interpersonal skills and group processing. For each element, the teacher gives a specific example combined with students’ study and life. For example, when talking about “individual and group accountability”, the teacher says: “In a group task, if one student does not finish his own work well, the whole group will be affected. So each of us must be responsible for our own work and the group.” The design intention is to help students systematically understand the core content of cooperative learning, lay a theoretical foundation for their subsequent group activities, and cultivate their logical thinking ability. Then, the teacher presents the key sentence patterns of this lesson, such as “Cooperative learning helps us...”, “When we cooperate, we need to...”, “The key to successful cooperation is...”. The teacher demonstrates the usage of these sentence patterns through specific examples, and then asks students to practice in pairs. Each pair chooses one sentence pattern and makes a sentence related to cooperative learning. After the practice, the teacher invites several pairs to present their sentences to the whole class, and gives appropriate comments and guidance. The design intention is to let students master the key sentence patterns through demonstration and practice, and lay a foundation for their subsequent oral expression and writing. In-Class Practice and Exploration This part is divided into three levels of activities, from simple to complex, to help students consolidate new knowledge and improve their comprehensive language ability and cooperative ability. The first level is reading comprehension. The teacher provides a short English passage about cooperative learning. The passage introduces the benefits of cooperative learning and a specific case of successful cooperative learning in a foreign school. Students are asked to read the passage independently and complete the following tasks: Underline the core vocabulary and key sentence patterns learned in this lesson; Answer three comprehension questions: “What are the benefits of cooperative learning mentioned in the passage?”, “How did the students in the case complete their group task?” and “What can we learn from their experience?”. After students finish the tasks independently, the teacher organizes them to check the answers in groups. Each group discusses the answers together, and then sends a representative to report the group’s answers to the whole class. The teacher makes comments and supplements, and focuses on explaining the difficult sentences in the passage. The design intention is to improve students’ reading comprehension ability, consolidate the new knowledge they have learned, and cultivate their ability to obtain and sort out information independently and cooperate in discussion. The second level is group discussion. The teacher divides students into groups of 4-5 people, and assigns a discussion topic: “What problems may we encounter in cooperative learning? How can we solve these problems?”. Before the discussion, the teacher puts forward clear requirements: each student in the group must speak, express their own views in English as much as possible, and record the key points of the discussion; the group leader is responsible for organizing the discussion and ensuring that the discussion is carried out in an orderly manner. During the discussion, the teacher walks around the classroom, observes the situation of each group, and gives timely guidance to students who have difficulties in expression or discussion. For example, if a student does not know how to express “conflict in cooperation” in English, the teacher can prompt them with the phrase “conflict in cooperation”. The design intention is to provide students with an opportunity to use English to communicate and discuss, improve their oral expression ability and cooperative communication ability, and cultivate their critical thinking ability by thinking about and solving practical problems in cooperative learning. The third level is role-play. On the basis of group discussion, each group is required to design a short role-play about cooperative learning. The role-play should include the problems encountered in cooperative learning and the solutions. Each group has a certain time to prepare, and then each group performs their role-play in front of the whole class. After each group’s performance, the teacher and other students make comments: point out the advantages of the role-play, such as fluent expression, clear plot, and reasonable solutions; put forward suggestions for improvement, such as using more core vocabulary and key sentence patterns. The design intention is to let students apply the new knowledge they have learned to practical scenarios, improve their comprehensive language application ability and innovative thinking ability, and enhance their sense of participation and confidence in learning English. Consolidation and Extension First, the teacher leads students to review the core vocabulary and key sentence patterns of this lesson. The teacher randomly asks students to read and explain the vocabulary, and make sentences with the sentence patterns. Through this way, the teacher checks students’ mastery of new knowledge and consolidates the learning effect. The design intention is to help students sort out the knowledge system of this lesson and deepen their memory of new knowledge. Then, the teacher assigns an extension task: students are required to write a short English passage (about 80-100 words) titled “My Cooperative Learning Experience”. The passage should include their own experience of participating in cooperative learning, the feelings and insights gained from it, and the understanding of cooperative learning. Before writing, the teacher gives some tips: they can use the core vocabulary and key sentence patterns learned in this lesson, and combine their own real experience to write. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulties in writing, such as helping them sort out the writing ideas and correct grammatical mistakes. After students finish writing, the teacher collects some students’ works, reads them in class, and makes comments and corrections. The design intention is to consolidate students’ writing ability, let them further understand the connotation of cooperative learning through sorting out their own experience, and realize the integration of knowledge and practice. In addition, the teacher assigns an after-class task: students are required to form a group with their classmates, design a small cooperative learning task (such as completing an English poster, preparing a short English speech, etc.), and complete the task together after class. Next class, each group will report the process and results of completing the task. The design intention is to extend the classroom learning to after-class, let students apply the cooperative learning strategies learned in class to practice, further cultivate their cooperative spirit and practical ability, and lay a foundation for their lifelong learning. Summary and Reflection First, the teacher invites several students to summarize what they have learned in this lesson, including core vocabulary, key sentence patterns, the connotation and elements of cooperative learning, and their own gains and insights. Then, the teacher makes a comprehensive summary: this lesson focuses on the theme of cooperative learning, we have mastered the relevant vocabulary and sentence patterns, understood the importance of cooperative learning, and improved our cooperative ability and language application ability. The teacher emphasizes that cooperative learning is not only a learning method, but also a way of communication and cooperation in life, which is very important for our growth and development. Then, the teacher guides students to reflect on their performance in this lesson: “Did you actively participate in classroom activities? Did you cooperate well with your group members? What problems did you encounter in the process of learning, and how can you solve them in the future?”. Students are asked to think about these questions independently, and then share their reflections with their deskmates. The design intention is to help students form the habit of self-reflection, find their own advantages and disadvantages in learning, and put forward improvement measures, so as to improve their learning ability and promote their all-round development. Finally, the teacher makes a conclusion, encourages students to apply the cooperative learning strategies learned in this lesson to their daily study and life, actively participate in cooperative activities, and improve their comprehensive quality. At the same time, the teacher looks forward to the performance of each group in the after-class cooperative task, and stimulates students’ enthusiasm for after-class 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 $