Unit 1 Relationships-Reading and Thinking 教案-2025-2026学年高中英语人教版选修第二册

Unit 1 Relationships-Reading and Thinking 内容导航 This section focuses on interpersonal relationships, including family bonds, friendships and intercultural interactions. It presents authentic texts that tell stories of relationship establishment, maintenance and adjustment, showing the importance of mutual respect, effective communication and empathy in building harmonious relationships. Students will learn to analyze text structure, grasp core information and reflect on their own interpersonal experiences through reading and thinking activities. 教学目标和重难点 1. 教学目标 Language Ability: Master key vocabulary and sentence patterns related to relationships, improve reading comprehension and logical analysis ability. Thinking Quality: Cultivate critical thinking by analyzing the causes and solutions of relationship conflicts, and develop the ability to view relationships from multiple perspectives. Cultural Awareness: Understand the similarities and differences of interpersonal relationships in different cultures, enhance cross-cultural communication awareness and respect cultural diversity. Learning Ability: Form good reading habits, master reading strategies such as skimming and scanning, and improve independent learning and cooperative inquiry ability. 2. 教学重难点 Key Points: Master core vocabulary (e.g., relationship, communication, conflict, resolve) and difficult sentence structures (e.g., complex clauses about cause and effect); understand the main idea and logical structure of the text; grasp the methods of expressing emotions and opinions in the text. Difficult Points: Analyze the deep meaning of the text and the emotional changes of the characters; understand the cultural connotation behind interpersonal interactions; apply the learned knowledge to reflect on and solve practical interpersonal problems. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Free Talk & Brainstorming The teacher starts the class with an open question: “What kinds of relationships do we have in our daily life? And which one is the most important to you?” Then, invite 3-4 students to share their answers. After that, the teacher writes down the key words mentioned by students (such as family, friendship, classmates, teachers, neighbors) on the blackboard, and guides students to brainstorm adjectives to describe these relationships (e.g., warm, harmonious, challenging, precious, fragile). Finally, the teacher summarizes: “Relationships are an important part of our life. They bring us joy, support and growth, but sometimes they also bring conflicts and troubles. Today, we will learn some texts about relationships and explore how to build and maintain good interpersonal relationships.” Design Intention: This activity is designed to activate students’ prior knowledge and life experience about interpersonal relationships. By asking open questions and brainstorming, it can arouse students’ interest in the topic, reduce their psychological distance from the text, and lay a foundation for the subsequent reading activities. Meanwhile, it helps students expand their vocabulary related to relationships and improve their oral expression ability in English. Activity 2: Picture and Video Presentation The teacher shows several pictures and a short video (about 2 minutes) to the students. The pictures include a family having dinner together, friends helping each other, students communicating with their teachers, and people from different countries greeting each other. The video tells a short story about a girl who solves a conflict with her best friend through effective communication. After watching, the teacher asks students two questions: “What do you see in the pictures and video?” “What can we learn from the video about handling relationship conflicts?” Then, organize students to discuss in pairs for 2 minutes, and invite several pairs to share their opinions. Design Intention: Visual materials such as pictures and videos are more intuitive and vivid, which can attract students’ attention quickly and deepen their understanding of the theme of “relationships”. The short video about conflict resolution can lead students to think about the importance of communication in relationships, which paves the way for understanding the core content of the reading text. Pair discussion also provides students with more opportunities to practice oral English and exchange ideas. Step 2: Pre-reading (Vocabulary Preview and Text Prediction) Activity 1: Vocabulary Preview The teacher presents the key vocabulary and phrases of the reading text on the screen, including core words (relationship, communication, conflict, resolve, empathy, respect, trust) and difficult phrases (get along with, deal with, in conflict with, reach an agreement, take one’s perspective). For each word and phrase, the teacher provides accurate English definitions, example sentences related to relationships, and pronunciation guidance. Then, organize students to read the words and phrases aloud twice, and ask them to make simple sentences with 2-3 of them. For example, “We should communicate more with our parents to build a good parent-child relationship.” “When we are in conflict with our friends, we should try to understand each other.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students reduce difficulties in understanding the text, improve reading speed and efficiency. By providing example sentences related to the theme, students can better grasp the usage of words and phrases in specific contexts. Asking students to make sentences can test their mastery of vocabulary and lay a solid foundation for the subsequent reading and writing activities. Activity 2: Text Prediction The teacher shows the title of the reading text (e.g., “Building Better Relationships”) and the pictures in the text to the students. Then, ask students to predict the content of the text based on the title and pictures. The teacher can guide students with questions: “What do you think the text will talk about?” “What methods will the text mention to build better relationships?” “Do you think the text will include some real stories about relationships?” Students can discuss in groups of 4 for 3 minutes, and each group sends a representative to share their predictions. After that, the teacher writes down the key predictions on the blackboard and tells students: “Let’s read the text to check whether your predictions are correct.” Design Intention: Text prediction is an important reading strategy. It can stimulate students’ reading motivation, make students read with a clear purpose, and improve their ability to infer and predict text content based on existing information. Group discussion can promote students’ cooperative learning, and different opinions can enrich students’ thinking, making the reading process more active and effective. Step 3: While-reading (Comprehensive Reading and Skill Training) Activity 1: Skimming (Get the Main Idea) Ask students to read the text quickly (skimming) and answer the following questions: 1. What is the main topic of the text? 2. What is the author’s purpose of writing this text? After students finish reading, invite 2-3 students to share their answers. The teacher summarizes the main idea of the text: The text mainly introduces the importance of good interpersonal relationships and provides some practical methods to build and maintain them, such as effective communication, empathy, respect and trust. The author’s purpose is to help readers understand how to handle relationships better and improve their quality of life. Design Intention: Skimming is a basic reading skill that helps students grasp the main idea of the text quickly. By setting simple and direct questions, it can guide students to focus on the core content of the text and avoid getting stuck in details. This activity can also test students’ reading speed and overall comprehension ability, laying a foundation for in-depth reading. Activity 2: Scanning (Find Specific Information) Ask students to read the text again carefully (scanning) and complete the following table. The table includes three columns: “Methods to Build Better Relationships”, “Specific Explanations” and “Examples in the Text”. Students need to find relevant information from the text and fill in the table. After students finish, the teacher invites a student to present his/her table on the blackboard, and other students check and correct their own tables. The teacher then explains the key points in the table, emphasizing the specific methods and their practical significance. Sample Table: Methods to Build Better Relationships Specific Explanations Examples in the Text Effective Communication Express your thoughts and feelings clearly, listen to others patiently and actively A boy talks to his mother about his study pressure instead of keeping silent Empathy Put yourself in others’ shoes and understand their feelings and perspectives A girl tries to understand why her friend is angry and apologizes sincerely Respect and Trust Respect others’ opinions and choices, keep your promises and trust others Classmates respect each other’s differences and help each other in study Design Intention: Scanning is another important reading skill that helps students find specific information quickly and accurately. By completing the table, students can sort out the key content of the text systematically, deepen their understanding of the methods to build good relationships, and improve their ability to extract and organize information. Checking and correcting the table together can also help students find their own mistakes and consolidate their understanding of the text. Activity 3: In-depth Reading (Analyze Text Structure and Language Points) First, the teacher guides students to analyze the text structure. Ask students: “How is the text organized? Can you divide the text into several parts? What is the main content of each part?” After students discuss in pairs, the teacher summarizes the text structure: Part 1 (Paragraph 1-2): Introduce the importance of interpersonal relationships and the common problems in relationships. Part 2 (Paragraph 3-5): Present specific methods to build and maintain good relationships (effective communication, empathy, respect and trust). Part 3 (Paragraph 6): Summarize the importance of these methods and encourage readers to apply them in daily life. Then, the teacher focuses on analyzing the key language points in the text, including difficult sentences and important sentence patterns. For example: 1. “It is important to realize that relationships require effort and care to maintain.” (It is + adj. + to do sth. structure) 2. “When we communicate with others, we should not only express our own thoughts clearly but also listen to others’ opinions patiently.” (not only...but also... structure) 3. “By putting ourselves in others’ shoes, we can better understand their feelings and avoid unnecessary conflicts.” (By doing sth. structure, used to express means or method) For each sentence, the teacher explains the structure, meaning and usage, and asks students to make similar sentences. At the same time, the teacher explains some difficult paragraphs to help students understand the deep meaning of the text. Design Intention: Analyzing the text structure helps students understand the logical relationship of the text and improve their ability to organize and express ideas. Focusing on language points can help students master difficult grammar and sentence patterns, improve their language application ability. Making similar sentences can consolidate students’ mastery of language points and lay a foundation for the subsequent writing activities. In-depth analysis of the text also helps students understand the author’s emotional attitude and the cultural connotation behind the text. Activity 4: Character and Emotion Analysis If the reading text contains stories about specific characters, the teacher guides students to analyze the characters’ personalities and emotional changes. For example, if the text tells a story about a girl who has a conflict with her friend and finally resolves it, the teacher can ask students: “What kind of person is the girl? How does her emotion change from the beginning to the end? What makes her emotion change?” Students can discuss in groups, and the teacher invites each group to share their analysis. The teacher then summarizes: “The girl is kind and sensible. Her emotion changes from angry and sad to calm and happy, because she learns to communicate with her friend and understand each other. This shows that effective communication and empathy are very important in resolving relationship conflicts.” Design Intention: Analyzing characters and emotions can help students understand the text more deeply, feel the emotional connotation of the text, and cultivate their ability to perceive and express emotions. It also helps students connect the text with their own life experience, so that they can better understand the significance of building good relationships. Step 4: Post-reading (Consolidation, Extension and Application) Activity 1: Text Retelling Organize students to retell the text in their own words. The teacher can provide some key words and sentences as prompts (e.g., important, relationships, communication, empathy, respect, trust, methods). Students can first practice retelling in pairs for 3 minutes, then invite 2-3 students to retell the text in front of the class. The teacher comments on students’ retelling, affirming their strengths and pointing out areas for improvement (such as logicality, vocabulary usage and sentence fluency). Design Intention: Text retelling is an effective way to consolidate reading comprehension. It can help students review the key content of the text, improve their oral expression ability and logical thinking ability. Providing key prompts can reduce the difficulty of retelling, enhance students’ confidence, and ensure that more students can participate in the activity. Activity 2: Group Discussion Divide students into groups of 4-5, and give them the following discussion topics: 1. What are the common problems in your interpersonal relationships (such as with family, friends or classmates)? 2. How do you usually deal with these problems? Do you think your methods are effective? 3. What can you learn from the text to improve your own relationships? Each group discusses for 5 minutes, and appoints a recorder to take notes. After the discussion, each group sends a representative to share their discussion results with the whole class. The teacher makes comments and summaries, guiding students to apply the methods learned in the text to solve practical problems. Design Intention: Group discussion can provide students with more opportunities to exchange ideas and practice oral English. The discussion topics are closely related to students’ daily life, which can stimulate students’ enthusiasm for participation and help them apply the knowledge learned in the text to practical situations. Taking notes can help students sort out their ideas, and sharing results can enhance their sense of achievement and cooperation awareness. Activity 3: Role-play Design 3-4 situational dialogues related to interpersonal relationships, and assign roles to students. For example: Situation 1: You have a conflict with your best friend because he/she forgot your birthday. How do you communicate with him/her to resolve the conflict? Situation 2: You are having trouble getting along with your parents because they always interfere with your study and life. How do you talk to them to improve your relationship? Situation 3: You meet a new classmate from a foreign country, and you want to make friends with him/her. How do you start a conversation and build a friendship? Students prepare the dialogues in groups for 5 minutes, then perform the role-plays in front of the class. After each performance, the teacher and other students comment on their performance, focusing on whether their communication methods are appropriate and whether they use the knowledge learned in the text. Design Intention: Role-play is a vivid and interesting teaching activity that can help students apply the language knowledge and communication skills learned in the text to real situations. It can improve students’ oral expression ability, communication ability and应变 ability. Comments from teachers and classmates can help students find their own shortcomings and improve their communication skills. At the same time, role-play can also enhance students’ sense of participation and interest in learning. Activity 4: Writing Practice Ask students to write a short passage (about 150 words) with the title “How to Build a Good Relationship with My ______ (Family/Friends/Classmates)”. The teacher provides some writing tips: 1. Start with the importance of the relationship. 2. Introduce 1-2 methods to build the relationship (based on the text). 3. Combine your own experience to illustrate. 4. End with your expectation for the relationship. Students write independently for 10 minutes, then exchange their passages with their deskmates and make revisions. The teacher collects some typical passages, reads them aloud to the class, and makes comments and revisions, focusing on vocabulary usage, sentence structure, logicality and content richness. Design Intention: Writing practice is an important part of consolidating and applying the knowledge learned. It can help students improve their writing ability, organize their ideas and express their thoughts clearly. The writing topic is closely related to students’ life, which can stimulate their writing motivation. Peer revision can help students find their own mistakes and learn from each other. Teacher’s comments can guide students to improve their writing skills and lay a foundation for future writing. Step 5: Summary and Reflection Activity 1: Class Summary The teacher leads students to summarize the key content of the class: 1. The main idea and structure of the reading text. 2. The key vocabulary, phrases and sentence patterns learned. 3. The methods to build and maintain good interpersonal relationships (effective communication, empathy, respect and trust). 4. The application of the learned knowledge in practical life. The teacher emphasizes that good interpersonal relationships are crucial to our growth and happiness, and encourages students to apply the methods learned in the class to their daily life, cherish their relationships and communicate with others sincerely. Design Intention: Class summary helps students sort out the key content of the class, consolidate their learning achievements, and form a systematic understanding of the knowledge. It also helps students clarify the focus of learning and deepen their understanding of the theme of “relationships”. Activity 2: Student Reflection Ask students to reflect on their own learning in this class and answer the following questions: 1. What have I learned in this class? 2. What do I understand better about interpersonal relationships? 3. What difficulties did I encounter in the class (such as reading comprehension, vocabulary, oral expression or writing)? 4. What should I do to improve my learning in the future? Students can write down their reflections in their notebooks, and some students can share their reflections with the class. The teacher listens carefully to students’ reflections and gives corresponding guidance and suggestions. Design Intention: Student reflection is an important part of improving learning ability. It helps students understand their own learning situation, find their own shortcomings and put forward improvement measures. Sharing reflections can help students learn from each other and promote their common progress. Teacher’s guidance and suggestions can help students solve their learning difficulties and improve their learning efficiency. Step 6: Homework Arrangement 1. Review the key vocabulary, phrases and sentence patterns learned in this class, and make 5-8 sentences with them. 2. Polish the short passage written in class and hand it in the next class. 3. Observe your own interpersonal relationships in daily life, try to apply the methods learned in the class to communicate with others, and write a short reflection (about 100 words) on your experience. 4. Preview the next part of the unit (Using Language). Design Intention: Homework is an extension of classroom learning. It can help students consolidate the knowledge learned in class, apply it to practical life, and lay a foundation for the next class. The homework is designed to be diverse and practical, combining knowledge review, writing practice and practical application, which can improve students’ learning ability and comprehensive quality. Overall Design Concept: This teaching process is designed based on the student-centered teaching concept, adhering to the principle of “input-output-integration”. It integrates warm-up, vocabulary preview, text reading, skill training, consolidation and application, focusing on cultivating students’ four-dimensional core literacy. The activities are diverse and interesting, closely related to students’ daily life, which can stimulate students’ learning interest and enthusiasm. Each activity has a clear design intention, which is closely combined with the teaching objectives and key and difficult points, ensuring that the teaching effect is achieved. At the same time, it pays attention to the cultivation of students’ independent learning ability, cooperative learning ability and critical thinking ability, helping students improve their comprehensive English ability and form a correct view of interpersonal relationships. 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 $