Unit 2 Exploring English-Understanding ideas 教案-2025-2026学年高中英语外研版必修第一册

Unit 2 Exploring English-Understanding ideas 内容导航 This part focuses on the diversity and creativity of English, mainly through the text introducing interesting phenomena such as word formation, the differences between British and American English, and the evolution of English vocabulary. It guides students to explore the charm of English and cultivate their interest in English learning while understanding the practical use of English in real contexts. 教学目标和重难点 1. 教学目标 Language Competence: Students master core vocabulary and sentence patterns related to English exploration, improve reading ability to understand expository texts, and learn to express views on English-related topics. Cultural Awareness: They understand the diversity of English and its connection with cultural communication, respect language differences, and enhance cultural confidence. Thinking Quality: They develop logical thinking by sorting out text clues and critical thinking by analyzing English language phenomena. Learning Ability: They master reading and vocabulary learning strategies, cultivate independent learning and cooperative inquiry ability, and lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Master core vocabulary (e.g., confuse, reflect, creativity) and phrases related to English exploration; understand the main idea and logical structure of the text; grasp the characteristics of English word formation and the differences between British and American English. Difficult Points: Comprehend the implied meaning of the text and the author’s intention; use context to guess the meaning of new words flexibly; apply the learned knowledge to analyze English language phenomena and express personal views accurately and fluently in English. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Daily Talk & Question Raising The teacher starts the class with a casual talk: “Good morning, everyone. As we all know, English is a global language used by people all over the world. But have you ever found some interesting things about English? For example, why do we call a ‘pineapple’ a pineapple, even though it has nothing to do with pine or apple? Or why do British people say ‘lift’ while Americans say ‘elevator’?” After raising these questions, the teacher invites 2-3 students to share their thoughts freely, without demanding correct answers, just to arouse their curiosity. Activity 2: Picture & Video Presentation The teacher shows some pictures on the screen, including the spelling differences between British and American English (e.g., colour vs. color, centre vs. center), the formation of compound words (e.g., keyboard, sunlight), and short video clips of people from different countries speaking English (e.g., Indian English, Australian English). After watching, the teacher asks: “What do you find from the pictures and videos? What differences or characteristics of English can you summarize?” Design Intention: The lead-in links students’ daily English learning experience with the unit theme, using interesting questions, pictures and videos to stimulate students’ interest in exploring English. It activates students’ prior knowledge about English, such as vocabulary differences and pronunciation differences, lays a foundation for the subsequent text learning, and creates a relaxed and active classroom atmosphere, making students quickly enter the learning state of “exploring English”. Step 2: Pre-reading (Vocabulary & Background Preview) Activity 1: Core Vocabulary Learning The teacher presents the core vocabulary of this part on the blackboard or PPT, including confuse (v.), confusing (adj.), confused (adj.), reflect (v.), reflection (n.), creativity (n.), creative (adj.), visible (adj.), informal (adj.), familiar (adj.), unfamiliar (adj.), etc. For each word, the teacher explains its meaning, part of speech, and common collocations with simple English, and gives example sentences combined with the text context. For example, “confuse means to make someone unable to understand something clearly. The sentence in the text ‘Many English learners find English spelling confusing’ uses ‘confusing’ to describe something that makes people confused.” Then, the teacher asks students to read the words aloud twice, and invites individual students to make simple sentences with the words to check their mastery. Activity 2: Background Introduction The teacher briefly introduces the background of the text in simple English: “The text we are going to read today is an expository article about English. It mainly talks about the diversity and creativity of English, including how English words are formed, the differences between British and American English, and how English develops with the times. This article will help us better understand the charm of English and learn to explore English in our daily study.” Activity 3: Prediction The teacher shows the title of the text and the first paragraph to the students, and asks: “Based on the title and the first paragraph, what do you think the text will talk about? Please predict the main content of the text and write down 2-3 key points in your notebook. Then, discuss with your deskmate and share your predictions.” After the discussion, the teacher invites several groups to share their predictions and writes down the key points on the blackboard. Design Intention: Pre-reading focuses on breaking through the vocabulary barrier, helping students master the core vocabulary needed for text reading, so as to avoid difficulties in understanding the text due to unfamiliar words. The brief background introduction enables students to have a general understanding of the text type and theme, laying a foundation for in-depth reading. The prediction activity cultivates students’ ability to infer and predict the text content based on existing information, stimulates their reading desire, and makes them more targeted in the subsequent reading process. Step 3: While-reading (In-depth Reading & Comprehension) Activity 1: Skimming (Get the Main Idea) The teacher asks students to read the text quickly (skimming) and answer the following questions: 1. What is the main topic of the text? 2. How many parts can the text be divided into, and what is the main content of each part? After students finish reading, the teacher invites them to share their answers, and guides students to summarize the main idea of the text: The text introduces the diversity and creativity of English, including word formation, the differences between British and American English, and the evolution of English, and encourages students to explore English actively. At the same time, the teacher helps students sort out the text structure: Paragraph 1 introduces the interesting phenomena of English and puts forward the theme; Paragraphs 2-4 talk about the creativity of English (word formation: compounding, derivation, conversion); Paragraphs 5-6 introduce the differences between British and American English (spelling, vocabulary, pronunciation); Paragraph 7 summarizes the development of English and encourages students to explore English. Activity 2: Scanning (Find Key Details) The teacher asks students to read the text again carefully (scanning) and complete the following tasks in groups of 4: 1. List the three types of word formation mentioned in the text and give examples respectively. 2. Find the differences between British and American English mentioned in the text and fill in the table (the table includes aspects of difference, British English examples and American English examples). 3. Underline the sentences that reflect the development of English and explain their meanings briefly. During the group activity, the teacher walks around the classroom, guides students who have difficulties, and checks the progress of each group. After the group activity, the teacher invites each group to send a representative to share their answers. For the word formation part, the teacher supplements and corrects, and emphasizes the key points: compounding (combining two or more words to form a new word, e.g., website, homework), derivation (adding prefixes or suffixes to a root to form a new word, e.g., happy-unhappy, develop-development), conversion (changing the part of speech of a word without changing its form, e.g., water (n.)-water (v.)). For the differences between British and American English, the teacher sorts out the key points and writes them on the blackboard, and invites students to read the examples aloud to deepen their memory. Activity 3: Close Reading (Analyze Sentences & Implied Meaning) The teacher selects several key sentences in the text for in-depth analysis, helping students understand the sentence structure and implied meaning: 1. “English is a living language that is constantly changing and developing.” (Analyze the attributive clause, and guide students to understand that English is dynamic and developing with the times.) 2. “The diversity of English reflects the diversity of the world’s cultures, and it also makes communication between people from different countries easier.” (Guide students to understand the connection between English diversity and cultural communication, and cultivate their cultural awareness.) 3. “Learning English is not just about memorizing words and grammar rules, but also about exploring its charm and understanding the culture behind it.” (Guide students to establish a correct English learning concept, not just focus on knowledge, but also pay attention to cultural exploration.) After analyzing the sentences, the teacher asks students to read the text aloud again, paying attention to the intonation and rhythm, and feeling the author’s attitude towards English exploration—positive and encouraging. The teacher can read the text first as a model, then let students read in groups, and finally invite individual students to read key paragraphs. Design Intention: While-reading is the core link of this lesson, which is carried out in three steps: skimming, scanning and close reading, which conforms to the students’ cognitive law from overall to local, from shallow to deep. Skimming helps students grasp the main idea and text structure, scanning helps students find key details and consolidate the learned knowledge, and close reading helps students understand the sentence structure and implied meaning, improving their reading ability and logical thinking ability. Group activities cultivate students’ cooperative learning ability, and the teacher’s guidance and correction ensure the accuracy of students’ learning. Reading aloud helps students feel the language sense and the author’s emotion, deepening their understanding of the text. Step 4: Post-reading (Consolidation & Application) Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher designs the following exercises to help students consolidate the core vocabulary and sentence patterns learned in this lesson: 1. Fill in the blanks with the correct form of the given words (confuse, reflect, creativity, familiar, informal). 2. Rewrite the sentences using the given sentence patterns (e.g., use “not just...but also...” to rewrite sentences). After students finish the exercises independently, the teacher checks the answers, explains the key and difficult points, and helps students correct their mistakes. For example, for the word “confuse”, the teacher emphasizes the difference between “confusing” (describing things) and “confused” (describing people), and gives more examples to help students distinguish. Activity 2: Group Discussion The teacher puts forward the following discussion topics: 1. What do you think is the most interesting part of English mentioned in the text? Why? 2. Combined with your own English learning experience, what difficulties have you encountered in learning English vocabulary or pronunciation? How can you solve these difficulties with the knowledge learned in this lesson? 3. Do you think English will become more and more unified or more diverse in the future? Why? Students discuss these topics in groups of 4-5, and each group selects a recorder to record the key points of the discussion. During the discussion, the teacher encourages students to express their views freely in English, and guides students to use the vocabulary and sentence patterns learned in this lesson. For students who have difficulty expressing, the teacher gives appropriate hints and help. After the discussion, each group sends a representative to share their discussion results. The teacher comments on the students’ performance, affirms their positive performance, points out the problems in their expression (such as incorrect word usage, unsmooth sentences), and gives guidance and suggestions. For example, if a student uses “confused” incorrectly, the teacher corrects it in time and gives an example to help the student master it. Activity 3: Creative Practice The teacher assigns a creative task: Ask students to create 3-5 new English words by using the word formation learned in this lesson (compounding, derivation, conversion), and explain the meaning and usage of each word with a simple sentence. For example, “bookworm” (compounding: book + worm, meaning a person who likes reading very much; Sentence: My brother is a bookworm, and he reads books every day.). Students complete the task independently first, then exchange their works with their deskmates, and select the most creative works to share in the class. The teacher comments on the students’ works, affirms their creativity, and guides students to use word formation flexibly. Design Intention: Post-reading activities focus on consolidating and applying the knowledge learned, realizing the transformation from “input” to “output”. Vocabulary and sentence pattern exercises help students consolidate the basic knowledge and avoid forgetting. Group discussion enables students to apply the learned knowledge to express their views, improve their oral expression ability and cooperative learning ability, and combine the text content with their own learning experience, deepening their understanding of the text theme. Creative practice stimulates students’ creativity and thinking quality, and enables them to master and apply word formation flexibly, which is conducive to expanding their vocabulary and improving their language application ability. Step 5: Summary & Extension Activity 1: Lesson Summary The teacher invites students to summarize the key points of this lesson independently: “What have we learned today? Please summarize the main content of this lesson, including the core vocabulary, the main idea of the text, the key knowledge of English word formation and the differences between British and American English.” After students finish summarizing, the teacher supplements and sorts out, and combs the knowledge system of this lesson clearly on the blackboard, helping students form a complete knowledge framework. The teacher emphasizes again: “Today we explored the diversity and creativity of English, learned about word formation and the differences between British and American English. We should not only master these knowledge points, but also apply them to our daily English learning, and actively explore the charm of English.” Activity 2: Knowledge Extension The teacher extends the knowledge related to the text: “In addition to the word formation and British-American English differences mentioned in the text, there are many interesting phenomena in English, such as idioms, slang, and the influence of other languages on English. For example, ‘break a leg’ is an English idiom, which means ‘good luck’; ‘add oil’ is a Chinese-style English, which has been included in the Oxford English Dictionary. After class, you can collect some interesting English phenomena and share them in the next class.” Activity 3: Homework Arrangement The teacher assigns the following homework: 1. Review the core vocabulary and key sentences of this lesson, and recite 5 key sentences. 2. Complete the reading comprehension exercises related to the text to consolidate the reading ability. 3. Collect 3-5 interesting English idioms or slang, and write down their meanings and example sentences. 4. Write a short passage (80-100 words) about “My Experience in Exploring English”, using the vocabulary and sentence patterns learned in this lesson. Design Intention: The lesson summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding. Knowledge extension enriches students’ knowledge reserve, stimulates their interest in exploring English, and guides them to learn English beyond the textbook. The homework arrangement is hierarchical, including basic review, ability consolidation and creative practice, which not only helps students consolidate the knowledge learned in class, but also improves their language application ability and independent learning ability, and connects classroom learning with after-class learning. Step 6: Evaluation & Feedback Activity 1: Classroom Evaluation During the whole teaching process, the teacher conducts formative evaluation on students’ performance, including their participation in warm-up activities, mastery of vocabulary, performance in group discussions, and completion of creative tasks. The teacher gives timely praise and encouragement, such as “You did a good job! Your prediction is very accurate.” “Your creative words are very interesting and creative.” For students who have difficulties, the teacher gives patient guidance and help, and encourages them to actively participate in classroom activities. Activity 2: Feedback and Reflection At the end of the class, the teacher asks students to reflect on their learning in this lesson: “What have you learned in this lesson? What do you think you did well? What are the deficiencies? Do you have any questions about the knowledge learned today?” Students can raise their questions freely, and the teacher answers them one by one. For the common problems of the whole class, the teacher emphasizes and explains again. At the same time, the teacher collects students’ feedback on the teaching process, such as whether the teaching links are reasonable, whether the difficulty is appropriate, and whether the activities are interesting, so as to adjust the teaching plan in the next class. Design Intention: Formative evaluation pays attention to the process of students’ learning, which can timely find the problems in students’ learning and give feedback and guidance, helping students improve their learning effect. Reflection activities help students clarify their learning gains and deficiencies, cultivate their self-reflection ability, and lay a foundation for improving their learning ability. The teacher’s collection of students’ feedback is conducive to optimizing the teaching process and improving the teaching quality. Throughout the teaching process, the teacher adheres to the student-centered concept, designs various teaching activities that are in line with the students’ cognitive level and interest, combines knowledge teaching with ability training and literacy cultivation, and guides students to actively participate in exploration and practice, so as to achieve the teaching goals of this lesson and promote the all-round development of students’ four-dimensional core literacy. 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 $