Theme A Learning to Know-Challenging Yourself A-Utilising Resources 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-Utilising Resources 教学目标和重难点 教学目标 Language Ability: Students master core vocabularies and sentence patterns about resource utilisation, improving abilities to understand and express relevant information in English. Cultural Awareness: They understand resource utilisation differences between different regions, fostering cross-cultural tolerance and rational resource attitudes. Thinking Quality: They analyze resource types and utilisation methods, developing logical and critical thinking through exploration and discussion. Learning Ability: They learn to use various resources independently and cooperate in groups, forming effective learning strategies and enhancing autonomous learning ability. 教学重难点 Key Points: Master core vocabularies (e.g., utilise, resource, effective, approach) and sentence patterns about resource utilisation; understand the main idea and details of the text; grasp basic methods of utilising learning resources. Difficult Points: Flexibly use learned vocabularies and sentence patterns to express personal views on resource utilisation; analyze the logical structure of the text and the author’s purpose; apply resource utilisation methods to daily English learning in practice. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The lead-in link is designed to connect students’ daily learning experiences with the theme of the text, activate their prior knowledge about resource utilisation, and lay a foundation for the smooth development of subsequent teaching. Firstly, the teacher raises open questions in English: “When you encounter difficulties in English learning, such as unknown words or incomprehensible sentences, what resources do you usually use to solve them?” The teacher encourages students to speak freely, and guides them to list common learning resources, such as dictionaries, textbooks, online courses, classmates, teachers, and learning apps. During the students’ speech, the teacher writes down the key resources mentioned by students on the blackboard, and briefly comments on each resource, affirming the rationality of students’ resource utilisation methods. Then, the teacher shows pictures of different learning resources (paper dictionaries, electronic dictionaries, English newspapers, online learning platforms, group discussions, etc.) through multimedia, and asks follow-up questions: “Which of these resources do you use most frequently? What are the advantages and disadvantages of these resources?” This link not only stimulates students’ learning interest but also guides them to think about the rationality of resource utilisation, imperceptibly leading to the theme of the text “Utilising Resources”. The design intention is to take students’ actual learning needs as the starting point, make the teaching content close to students’ life, reduce their psychological distance from the text, and at the same time cultivate their ability to observe and think about practical problems in English. Pre-reading: Preview and Lay a Foundation The pre-reading link focuses on helping students solve potential language obstacles, understand the background of the text, and prepare for in-depth reading. Firstly, the teacher arranges students to work in groups of 4 to complete the preview task. The task content includes three parts: first, look up the new words and phrases in the text (utilise, resource, effective, approach, depend on, make full use of, etc.) with dictionaries, master their pronunciations, parts of speech and basic meanings, and try to make simple sentences; second, read the title and the first paragraph of the text, guess the main content of the text, and write down their guesses; third, think about the question “What kinds of resources can we use to improve our English?” and prepare for group sharing. After the group preview, the teacher invites representatives from each group to share their preview results. For new words and phrases, the teacher randomly asks students to read and explain them, and supplements typical example sentences to help students deepen their understanding; for the guesses about the main content of the text, the teacher does not rush to judge right or wrong, but records them on the blackboard, and guides students to verify their guesses in the subsequent reading process; for the sharing of English learning resources, the teacher encourages students to express their views freely, and guides them to summarize the types and characteristics of resources. In addition, the teacher briefly introduces the background of the text: the text mainly introduces the importance of utilising resources in English learning, and introduces several common learning resources and their utilisation methods, which is of great guiding significance for students’ daily English learning. The design intention is to cultivate students’ autonomous preview ability, let them form the habit of using dictionaries and other resources to solve language problems independently; at the same time, through group cooperation, improve students’ communication and cooperation ability, and let them learn from each other in the preview process, laying a solid foundation for in-depth reading of the text. While-reading: In-depth Exploration and Comprehension The while-reading link is the core part of the teaching process, aiming to help students understand the main idea, details and logical structure of the text, and improve their reading ability and thinking quality. This link is divided into three stages: skimming, scanning and intensive reading. In the skimming stage, the teacher asks students to read the full text quickly, and complete two tasks: first, confirm their guesses about the main content of the text, and summarize the main idea of the text in one sentence; second, divide the text into several parts according to the logical structure, and briefly write down the main content of each part. After reading, the teacher invites students to share their answers, and guides them to sort out the logical structure of the text: the first part (Paragraph 1) introduces the importance of utilising resources in English learning; the second part (Paragraphs 2-4) introduces several common learning resources (dictionaries, textbooks, online resources) and their utilisation methods; the third part (Paragraph 5) summarizes the significance of rational utilisation of resources, and calls on students to make full use of resources to improve their English. The design intention of this stage is to cultivate students’ skimming ability, let them quickly grasp the main idea of the text, and establish an overall understanding of the text structure, laying a foundation for in-depth understanding of the text details. In the scanning stage, the teacher designs targeted reading tasks according to the key details of the text, and asks students to read the text carefully again, find the corresponding information and complete the tasks. The tasks are as follows: 1. What are the advantages of using a dictionary? 2. How can we make full use of textbooks? 3. What are the characteristics of online resources? 4. What should we pay attention to when using online resources? Students complete the tasks independently first, then discuss and exchange with their group members, and check each other’s answers. The teacher walks around the classroom, observes students’ completion, and provides timely guidance to students with difficulties. After the group discussion, the teacher invites students to share their answers, and makes comments and supplements, focusing on guiding students to find key sentences in the text, and analyze the relationship between sentences, helping students deepen their understanding of text details. For example, when introducing the advantages of dictionaries, the teacher guides students to find the sentence “A dictionary can help you understand new words, check their pronunciations and usages, and improve your vocabulary.”, and explains the key words “help... understand..., check..., improve...”, helping students master the expression of advantages. The design intention of this stage is to cultivate students’ scanning ability, let them accurately find key information in the text, and at the same time through group discussion, improve their communication and cooperation ability and problem-solving ability. In the intensive reading stage, the teacher focuses on guiding students to analyze the key sentences and the author’s writing purpose in the text, and cultivate their critical thinking ability. The teacher selects several key sentences from the text, such as “Utilising resources effectively is one of the most important skills for English learners.”, “Different resources have different advantages, and we should choose the right resources according to our own needs.”, and asks students to think and discuss: 1. What does the author want to tell us through these sentences? 2. Do you agree with the author’s view? Why or why not? 3. Combined with your own learning experience, what suggestions do you have for utilising resources effectively? During the discussion, the teacher encourages students to express their views freely, and guides them to combine their own learning experience to elaborate their views, not limited to the content of the text. For example, some students may think that online resources are convenient but easy to be distracted, so they should use them reasonably; some students may think that textbooks are the most basic resources, and they should focus on mastering the content of textbooks first. The teacher affirms the rationality of students’ views, and guides them to summarize the principles of effective resource utilisation: pertinence, rationality and effectiveness. The design intention of this stage is to guide students to read the text in depth, not only to understand the surface meaning of the text, but also to grasp the author’s writing purpose and the connotation of the text, and at the same time cultivate their critical thinking ability and ability to express personal views in English. Post-reading: Consolidation and Application The post-reading link aims to help students consolidate the knowledge and skills learned in the class, apply the content of the text to practical learning, and realize the transfer and application of knowledge. This link is divided into two parts: language consolidation and practical application. In the language consolidation part, the teacher designs two tasks: first, vocabulary and sentence pattern exercises. The teacher presents the new words and phrases learned in the text, and asks students to complete the blank-filling exercises and sentence-making exercises. For example, blank-filling exercises: We should ______ (utilise) all available resources to improve our English. Sentence-making exercises: Use “make full use of” to make a sentence related to English learning. Second, text retelling. Students work in groups, and retell the main content of the text according to the logical structure of the text, using the new words and sentence patterns learned. The teacher invites several groups to perform the retelling, and makes comments, focusing on evaluating the accuracy of students’ language expression and the completeness of the retelling content, and providing timely correction and guidance. The design intention of this part is to help students consolidate the new words and sentence patterns learned, and improve their ability to use language flexibly; through text retelling, help students deepen their understanding of the text structure and main content, and improve their oral expression ability. In the practical application part, the teacher arranges a group cooperative task: “Design a Personal English Learning Resource Utilisation Plan”. The specific requirements are: each group designs a practical English learning resource utilisation plan according to the content of the text and their own learning needs, including the types of resources to be used, the utilisation methods, the time arrangement and the expected effect. Each group selects a representative to explain their plan in English, and other groups make comments and put forward suggestions for improvement. The teacher makes a final summary, affirms the advantages of each group’s plan, and puts forward targeted improvement suggestions, guiding students to optimize their own learning resource utilisation plan. In addition, the teacher guides students to think about the question: “In addition to the resources mentioned in the text, what other resources can we use to improve our English?” Students are encouraged to think boldly, such as English movies, English songs, English corners, etc. The teacher guides students to discuss the utilisation methods of these resources, and helps students expand their thinking and realize the diversity of learning resources. The design intention of this part is to connect the teaching content with students’ actual learning, let students apply the knowledge and methods learned in the class to practice, cultivate their ability to solve practical problems, and at the same time through group cooperation, improve their communication and cooperation ability and innovation ability. Summary and Extension In the summary link, the teacher guides students to review the content of the whole class, and summarizes the key points and difficulties of the class. The teacher asks students to share their gains in this class, including the new words and sentence patterns learned, the understanding of resource utilisation, and the improvement of learning methods. The teacher makes a supplement and summary, emphasizing that utilising resources effectively is an important skill for English learning, and hopes that students can apply the methods learned in this class to their daily English learning, make full use of various resources, and improve their English level. In the extension link, the teacher arranges after-class tasks: first, revise and improve the personal English learning resource utilisation plan designed in the class, and write a short passage (about 80 words) to introduce the plan; second, try to use the resources mentioned in the text or the resources discussed in the class to learn English after class, and record the learning process and gains; third, collect more English learning resources, and share them with the class in the next class. The design intention of the after-class tasks is to extend the teaching content to after-class, realize the connection between in-class and after-class learning, and help students form a good learning habit of using resources independently. Teaching Reflection (Embedded in the Whole Process) Throughout the teaching process, the teacher pays attention to observing students’ learning status and feedback, and adjusts the teaching progress and methods in a timely manner. For example, if students have difficulties in understanding new words during the preview, the teacher will appropriately increase the explanation of new words; if students are not active in group discussion, the teacher will guide them to participate in the discussion by asking targeted questions. At the same time, the teacher pays attention to the individual differences of students, and provides targeted guidance to students with different learning levels, ensuring that every student can gain something in the class. The design intention is to realize the concept of “student-centered” teaching, pay attention to the actual effect of teaching, and continuously improve the quality of teaching through reflection and adjustment. 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 $