Unit 6 The Admirable Topic Talk教学设计-2025-2026学年高中英语北师大版（2019）必修第二册

该高中英语教学设计聚焦“The Admirable”主题，围绕描述钦佩之人的词汇、品质及表达展开，通过视频导入结合小组讨论人物身份、品质及主题含义，衔接学生已有认知，搭建从感知主题到语言输出的学习支架，梳理词汇积累到表达应用的脉络。 特色在于多模态活动融合与核心素养导向，视频导入激活兴趣（文化意识），While-listening环节通过角色扮演和对话逻辑分析提升语言运用能力（语言能力），Post-listening写作任务结合Text Builder支架培养自主表达（学习能力）。活动设计具体易操作，助力学生提升语言表达与思维深度，帮助教师高效落实教学目标，促进核心素养发展。

2025年嵩县优质教学资源评选活动 ---高一年级英语必修第二册教材第六单元第一课 《The Admirable》教学设计 （注：标题采用四号宋体，正文采用五号宋体，1.5 倍行距。模板可根据需求稍微调整） 课程基本信息 主备人 叶静格 课型 新授课 学科 英语 年级 高一 学段 高中 版本章节 北师大版必修第二册Unit6 Topic Talk 教学目标 By the end of the class, students are expected to: To learn the words and expressions that are used to describe the person you admire To learn about the qualities and things they do To talk about the people who they admire 教学重难点 【Key points】 1. Students can understand the main idea of the text. 2. Students can extract key words from the text. 【Difficult Points】 1. Students can use theme words to describe people they admire. 2. Be able to express their feelings about the respected people. 学情分析 The theme of this unit is familiar to students. Through reading activities, they can grasp the life trajectories, major deeds and outstanding achievements of role models, and also express their own brief opinions on them. However, they still face obvious learning difficulties in summarizing the admirable qualities of these figures from textual details and understanding the stylistic features of the texts. 教学准备 1. Learn words, phrases and sentence patterns related to this lesson 2. Try to learn about the qualities of people who are admirable 教学过程 Teaching procedures Teaching Activities Purpose Time Step1: Warm-Up Students enjoy a video and discuss in pairs about the three questions, then share the answers in class: Q1: Who are these people? Q2: What do you think of them? Q3: What does the title of this unit “the admirable” mean? Set up the situation,intr-oduce the theme. 4mins Step2: Pre-listening Students talk about some basic information about the people they admire based on Activity 1 on textbook. Q4: Who do you admire? Why? Students share their opinions in class. Use language bank to expand knowledge learning. 6mins Students read the words in Text Builder and underline unfamiliar phrases. Try to make prediction. Teacher can help students to understand the meaning of these phrases. Put out In danger make a difference Step3: While-listening 【Activity1】 tudents listen to the first dialogue and complete the three sentences by underlining the words or expression. 【Activity2】 Fill in the blank and correct your pronunciation and teach the pronunciation skill: linking 【Activity3】 Students analyze the logic of the dialogue and retell the text. 【Activity4】 Pair work: Role Play Students use the text builder to talk with partner about the people they admire. Some of them demonstrate in class. 【Activity5】 Listen to the dialogue 2. What qualities are mentioned? Write down the key words in the box below. Q5: What qualities do the speakers mention? Guide ss to obtain preliminary information and lead in the core content. 25mins Step4: Post-listening 【Activity1】 1. Write about an admirable person in your mind. 2. Introduce the outline of an expository essay. 3. Share your writing with the class. 【Activity2】 Students summarize the whole passage and teacher makes supplementary if ncessary. With the help of oral expressions, the expository structure is sorted out. Help Ss consolidate information and sublimate their thoughts. 10 mins 板书设计/课堂小结 Use the Text Builder to talk about the person you admire. I think my uncle is someone I admire. He is a ____________. I think he is admirable because he___________________ ________________________________________________ __________ I admire him because he is so __________________. 教学反思 Through the step-by-step activity design of this lesson, students are helped to understand the profound meaning of "people worthy of admiration" and to think deeply about the connotation and extension of "people worthy of admiration". Evaluation scales are used in the class to guide students to pay attention to the key content in their expressions. However, there are limited activities related to transfer and innovation. — - 1 - — 学科网（北京）股份有限公司 $