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

Unit 2 Exploring English-Using language 内容导航 This section focuses on word formation and the differences between American and British English. It combines exercises, discourse filling and situational interaction to help students master word formation rules, distinguish English variants and improve comprehensive language application ability in real contexts. 教学目标和重难点 1. 教学目标 Language Ability: Master word formation rules and vocabulary differences between American and British English, and use them in listening, speaking, reading and writing. Cultural Awareness: Understand the diversity of English, respect cultural differences reflected in language variants and establish a global perspective. Thinking Quality: Cultivate logical thinking through analyzing word formation and critical thinking through comparing language differences. Learning Ability: Master vocabulary learning strategies such as word formation and develop autonomous and cooperative learning habits. 2. 教学重难点 Key Points: Master common word formation types (compounding, affixation, abbreviation, part-of-speech conversion) and their application; distinguish the spelling, vocabulary and usage differences between American and British English. Difficult Points: Flexibly use word formation rules to guess new word meanings; accurately apply American and British English variants in different communication scenarios; understand the cultural reasons behind language differences and avoid improper use. 教学过程 Step 1: Lead-in (Warm-up & Lead-in) Activity 1: Daily Talk & Question Guide The teacher starts with a casual talk: “When you watch American movies or British dramas, have you found any differences in their English expressions? For example, when they talk about ‘a car’s front light’, some say ‘headlight’ and others say ‘headlamp’; when they refer to ‘an apartment’, some use ‘apartment’ and others use ‘flat’. Do you know why these differences exist?” Then the teacher shows two short video clips (one from an American movie and one from a British drama) with the same theme (ordering food in a restaurant), and asks students to listen carefully and write down the different expressions they hear. After the video playback, invite 2-3 students to share their findings. The teacher summarizes: “These differences are between American English and British English, two major variants of English. Today, we will explore these differences and a useful skill to expand our vocabulary—word formation, which will help us better understand and use English.” Design Intention: The daily talk and video clips closely connect with students’ daily life and interests, effectively arouse students’ curiosity and enthusiasm for learning. By letting students find language differences by themselves, it not only lays a foundation for the subsequent learning of American and British English differences, but also cultivates students’ listening ability and observation ability. The question guide guides students to think actively and naturally leads to the theme of this lesson. Activity 2: Vocabulary Preview Check The teacher presents some core words related to this lesson on the blackboard or PPT, including “compound, prefix, suffix, abbreviation, variant, spelling”, and asks students to read the words aloud and explain their Chinese meanings briefly. For words that students are not familiar with, the teacher gives simple explanations and example sentences, such as “A compound is a word made by combining two or more simple words, like ‘toothbrush’ (tooth + brush)”. Then, the teacher asks students to match the words with their corresponding definitions to check their preview effect. Design Intention: Preview check helps the teacher grasp students’ prior knowledge level, find out the words that students have difficulty in understanding, and make targeted explanations. It also helps students review the preview content, lay a solid vocabulary foundation for the subsequent learning of word formation and language differences, and cultivate students’ autonomous learning ability. Step 2: Presentation & Explanation (Key Knowledge Teaching) Part 1: Word Formation Activity 1: Analyze Examples to Summarize Rules The teacher presents the sentences and expressions from the textbook (Page 17) on the PPT, and asks students to read them carefully, underline the bold words, and discuss in groups: “How are these bold words formed? Can you divide them into different types?” The sentences are as follows: 1. Neither is there pine nor apple in pineapple. 2. ... sculpt a sculpture... 3. When we…see rain…, we can say "it's raining". 4. WHO. After group discussion (3-5 minutes), each group sends a representative to share their opinions. The teacher guides students to summarize four common types of word formation: compounding, part-of-speech conversion, affixation, and abbreviation. 1. Compounding: Formed by combining two or more simple words. The teacher takes “pineapple” (pine + apple), “toothbrush” (tooth + brush), “penfriend” (pen + friend) as examples, and explains that compound words can be nouns, adjectives or verbs, and their meanings are usually related to the original words. Then, the teacher asks students to think of more compound words and write them on the blackboard. 2. Part-of-speech conversion: A word changes its part of speech without changing its form. For example, “sculpt” (verb, meaning “to carve”) is converted into “sculpture” (noun, meaning “a work of art made by carving”); “rain” (noun, meaning “water falling from the sky”) is converted into “rain” (verb, meaning “to fall as rain”). The teacher gives more examples, such as “calm” (adj. calm → v. to calm down), “present” (n. gift → v. to give a present), and asks students to make sentences with these words to understand their usage in different parts of speech. 3. Affixation: Formed by adding a prefix or suffix to a root word. The teacher explains that prefixes usually change the meaning of the word but not the part of speech (e.g., “happy” → “unhappy”, “correct” → “incorrect”), while suffixes usually change the part of speech but not the core meaning (e.g., “improve” → “improvement”, “happy” → “happiness”). The teacher presents common prefixes (un-, in-, dis-) and suffixes (-ment, -ness, -ful, -less) with example words, and asks students to analyze the meaning and part of speech of the new words. 4. Abbreviation: Formed by taking the first letter of each word in a phrase. For example, “WHO” is the abbreviation of “World Health Organization”, “ASAP” is the abbreviation of “as soon as possible”. The teacher asks students to think of more English abbreviations they know (e.g., UFO, NBA, BBC) and explain their full forms. Design Intention: This activity adopts the “student-centered” teaching method. By letting students analyze examples and discuss in groups, it guides them to summarize word formation rules independently, which is more conducive to students’ understanding and memory than direct explanation by the teacher. The combination of examples and practice helps students master the usage of each word formation type, and cultivates their logical thinking ability and cooperative learning ability. Activity 2: Text Filling Practice The teacher presents the passage from the textbook (Page 17, Activity 2) on the PPT, and asks students to complete the passage with the help of the word formation rules they just learned. Before starting, the teacher reminds students to pay attention to the context, the part of speech of the missing words and the word formation rules. Students complete the exercise individually first, then check the answers in pairs. Finally, the teacher explains the key points in the passage, such as the usage of “It is impossible to know the meaning of every word” (It is + adj. + to do sth. structure), and the meaning of “come across” (to meet or find by chance). Design Intention: This exercise is a practical application of word formation rules, which helps students consolidate the knowledge they have just learned and improve their ability to guess new word meanings according to context and word formation rules. Individual practice and pair check enable students to find their own mistakes in time and learn from each other, which improves the efficiency of learning. The explanation of key sentence patterns and phrases enriches students’ language knowledge and lays a foundation for their subsequent language application. Activity 3: Group Competition The teacher divides students into 4 groups, and each group is responsible for one type of word formation (compounding, part-of-speech conversion, affixation, abbreviation). The task is to come up with as many words as possible of the assigned type within 5 minutes. After the time is up, each group sends a representative to present their words. The group with the most correct words wins. The teacher comments on the performance of each group, corrects wrong words, and supplements more typical examples. Design Intention: The group competition stimulates students’ learning enthusiasm and sense of competition, makes the boring vocabulary learning more interesting. It also helps students further consolidate the word formation rules and expand their vocabulary. The teacher’s comment and supplement help students correct their mistakes and deepen their understanding of word formation rules. Part 2: Differences between American and British English Activity 1: Observe Pictures to Find Differences The teacher presents pictures on the PPT, showing common objects with different names in American and British English, such as “lift (British English) vs. elevator (American English)”, “flat (British English) vs. apartment (American English)”, “petrol (British English) vs. gas (American English)”. Ask students to observe the pictures and guess the corresponding words in American and British English. Then, the teacher lists the words on the blackboard and explains their meanings and usage differences. Design Intention: The pictures are intuitive and vivid, which can help students quickly distinguish the vocabulary differences between American and British English. Guessing words by observing pictures can arouse students’ interest and improve their ability to connect pictures with words. The teacher’s explanation helps students clarify the usage of these words and avoid confusion in communication. Activity 2: Analyze Discourse to Summarize Differences The teacher presents the passage from the textbook (Page 18, Activity 4) on the PPT, and asks students to read the passage carefully and find out the differences between American and British English in spelling and vocabulary. Students read the passage individually first, then discuss in groups to summarize the differences. The teacher guides students to sort out the differences and lists them on the blackboard: 1. Spelling differences: British English often uses “-our” while American English uses “-or” (e.g., colour → color, humour → humor); British English often uses “-re” while American English uses “-er” (e.g., centre → center, theatre → theater); British English often uses double consonants after short vowels while American English sometimes uses single consonants (e.g., travelled → traveled, cancelled → canceled). 2. Vocabulary differences: As shown in the pictures, there are many differences in the names of daily objects, transportation, food, etc. (e.g., underground → subway, torch → flashlight, chips → fries). Then, the teacher asks students to complete the passage with the correct words according to the vocabulary and spelling differences they summarized. After completing, students check the answers in groups, and the teacher explains the key points. Design Intention: This activity guides students to find and summarize differences through reading discourse, which not only improves their reading ability but also cultivates their ability to analyze and sort out information. Completing the discourse filling exercise helps students apply the differences they have summarized to practice, which consolidates their knowledge and improves their ability to use language accurately. Activity 3: Share and Expand The teacher asks students to work in pairs to find more examples of differences between American and British English (including spelling, vocabulary, pronunciation or grammar) and share them with the class. The teacher encourages students to use dictionaries or search online for relevant information. After each pair shares, the teacher supplements and sorts out the examples, and explains the cultural reasons for these differences: the historical development of English, the influence of different cultures (such as the influence of French on British English and the influence of other immigrant cultures on American English), and geographical differences. Design Intention: This activity encourages students to take the initiative to explore knowledge beyond the textbook, which cultivates their autonomous learning ability and information retrieval ability. Sharing examples in pairs and with the class not only enriches students’ knowledge but also improves their oral expression ability. Explaining the cultural reasons behind the differences helps students understand the diversity of English and establish a global perspective, which is conducive to the cultivation of cultural awareness. Step 3: Listening & Speaking Practice (Language Application) Part 1: Listening Practice Activity 1: Pre-listening Preparation The teacher introduces the topic of the listening material: “The listening material is three short dialogues about unfamiliar English expressions. Before listening, let’s learn some new words and expressions in the dialogues, such as ‘have a frog in one’s throat’ (to have a sore throat and find it difficult to speak), ‘wind up’ (to end an activity), ‘go off’ (to make a sudden noise)”. The teacher explains the meanings of these expressions with example sentences and asks students to read them aloud. Design Intention: Pre-listening preparation helps students eliminate language barriers, understand the listening material better, and improve their listening efficiency. Learning new expressions enriches students’ vocabulary and lays a foundation for their subsequent listening and speaking practice. Activity 2: While-listening Practice The teacher plays the listening material twice. For the first time, ask students to listen carefully and get the main idea of each dialogue: what are the speakers talking about? For the second time, ask students to listen again and answer the questions in the textbook (e.g., What is the matter with the speaker in Dialogue 1? What does the speaker mean by “wind up” in Dialogue 2?). After listening, students check the answers in pairs, and the teacher explains the key points in the listening material, such as the usage of the expressions and the tone of the speakers. Design Intention: Listening twice with different tasks helps students gradually deepen their understanding of the listening material. The first listening focuses on the main idea, which cultivates students’ ability to grasp the overall information; the second listening focuses on details, which improves students’ ability to capture key information. Pair check and teacher’s explanation help students correct their mistakes and understand the listening material more thoroughly. Activity 3: Post-listening Retelling The teacher asks students to work in groups of three, and each student retells one dialogue in the listening material. When retelling, students need to use the expressions they learned in the listening material. After retelling, other students in the group can correct and supplement. Then, invite 1-2 groups to present their retelling in front of the class, and the teacher comments on their performance, focusing on the accuracy of language and the fluency of expression. Design Intention: Retelling helps students consolidate the content of the listening material and the new expressions, and improve their oral expression ability and logical thinking ability. Group cooperation enables students to learn from each other and improve their cooperative learning ability. The teacher’s comment helps students find their own shortcomings and improve their oral expression level. Part 2: Speaking Practice Activity 1: Situational Dialogue The teacher sets up two situational tasks for students to practice speaking: Situation 1: You are talking with an American student. He/She asks you about the differences between British English and Chinese English. Please introduce some common differences and explain the reasons. Situation 2: You and your partner are planning a trip to the UK. You need to discuss the differences between British English and American English, and list some words and expressions you need to pay attention to when communicating in the UK. Students work in pairs to complete the situational dialogue. The teacher walks around the classroom to provide help and guidance, such as reminding students to use the word formation rules and the differences between American and British English they learned in this lesson. After completing the dialogue, invite 2-3 pairs to perform their dialogue in front of the class, and the teacher comments on their performance, focusing on the accuracy, fluency and appropriateness of language. Design Intention: Situational dialogue connects language learning with real life, which helps students apply the knowledge they have learned to practical communication and improve their comprehensive language application ability. The teacher’s guidance and comment help students correct their mistakes and improve their speaking ability. Performing in front of the class also enhances students’ confidence in speaking English. Activity 2: Discussion The teacher puts forward a discussion topic: “With the development of globalization, English has become a global language. Do you think we should learn American English or British English? Why? What attitude should we take towards different English variants?” Students discuss the topic in groups of 4-5. During the discussion, students need to express their own opinions and support their views with reasons. After discussion, each group sends a representative to share their group’s opinions. The teacher summarizes the students’ opinions, and guides students to realize that both American English and British English are correct and widely used, and we should respect all English variants and choose the appropriate one according to the communication scenario. Design Intention: This discussion topic guides students to think deeply about the status and diversity of English, which cultivates their critical thinking ability and cultural awareness. Group discussion enables students to exchange ideas and learn from each other, which improves their oral expression ability and cooperative learning ability. The teacher’s summary helps students establish a correct attitude towards English variants and develop a global perspective. Step 4: Reading & Writing Practice (Consolidation & Extension) Part 1: Reading Practice The teacher presents a short passage about the development of English and its variants (beyond the textbook), which introduces the historical background of the formation of American English and British English, and the characteristics of other English variants (such as Australian English, Indian English). Ask students to read the passage carefully and answer the following questions: 1. What is the historical background of the formation of American English? 2. What are the characteristics of Australian English? 3. Why are there so many English variants in the world? Students read the passage individually first, then discuss the questions in groups. After discussion, the teacher invites students to share their answers, and explains the key points in the passage, such as new words, difficult sentences and cultural background knowledge. Then, ask students to summarize the main idea of the passage in 2-3 sentences. Design Intention: This reading practice expands students’ knowledge beyond the textbook, helps them understand the origin and development of English variants, and deepens their understanding of the diversity of English. Answering questions and summarizing the main idea helps students improve their reading comprehension ability and logical thinking ability. Group discussion enables students to exchange ideas and learn from each other. Part 2: Writing Practice The teacher assigns a writing task: “Write a short passage (about 100 words) introducing the differences between American English and British English. You can talk about their differences in spelling, vocabulary and usage, and express your own views on these differences.” Before writing, the teacher guides students to sort out the writing outline: 1. Introduction: Briefly introduce that there are differences between American English and British English. 2. Body: Introduce the specific differences (spelling, vocabulary, etc.) with examples. 3. Conclusion: Express your own views on these differences. Students write the passage individually. The teacher walks around the classroom to provide help and guidance, such as reminding students to use the word formation rules and the differences between American and British English they learned, and pay attention to the coherence and correctness of the passage. After writing, students exchange their passages in pairs and correct each other’s mistakes (such as spelling, grammar, punctuation). Then, the teacher selects 2-3 typical passages (one good passage and one passage with common mistakes) to comment on, pointing out the advantages and shortcomings of the passages. Design Intention: Writing practice helps students consolidate the knowledge they have learned and improve their writing ability. Guiding students to sort out the writing outline helps them clarify the structure of the passage and improve the coherence of their writing. Pair correction enables students to find their own mistakes and learn from each other, which improves their ability to correct mistakes. The teacher’s comment helps students understand their own shortcomings and improve their writing level. Step 5: Summary & Homework (Summary & Consolidation) Part 1: Lesson Summary The teacher invites students to summarize what they have learned in this lesson. Students can share their gains from the aspects of word formation, differences between American and British English, listening and speaking, reading and writing. Then, the teacher makes a comprehensive summary: “In this lesson, we have learned four common types of word formation, which can help us expand our vocabulary and guess new word meanings; we have also learned the differences between American and British English in spelling, vocabulary and usage, and understood the cultural reasons behind these differences. In addition, we have carried out a lot of listening, speaking, reading and writing practice, which has improved our comprehensive language application ability. We should remember that English is a diverse language, and we should respect all its variants and use it flexibly in communication.” Design Intention: Letting students summarize the lesson helps them sort out the knowledge they have learned, deepen their memory and understanding, and cultivate their ability to summarize and sort out information. The teacher’s comprehensive summary helps students form a systematic knowledge framework and clarify the key points of the lesson. Part 2: Homework Assignment 1. Basic Homework: Finish the exercises in the textbook (Page 18-19) to consolidate the word formation rules and the differences between American and British English. 2. Consolidation Homework: Collect 10 more examples of word formation (2-3 for each type) and 10 more examples of differences between American and British English, and write them in the exercise book. 3. Extension Homework: Write a short passage (about 120 words) introducing a kind of English variant (such as Australian English, Indian English), including its formation background and characteristics. You can search for relevant information online or in reference books. Design Intention: The homework is divided into basic, consolidation and extension levels, which meets the needs of students with different learning levels. Basic homework helps students consolidate the knowledge they have learned in class; consolidation homework helps students further deepen their understanding of word formation and language differences; extension homework encourages students to take the initiative to explore knowledge beyond the textbook, cultivate their autonomous learning ability and information retrieval ability, and expand their horizons. Step 6: Blackboard Design Unit 2 Exploring English-Using language 1. Word Formation - Compounding: pineapple, toothbrush, penfriend - Part-of-speech conversion: sculpt → sculpture, rain → rain - Affixation: happy → unhappy, improve → improvement - Abbreviation: WHO, ASAP, UFO 2. Differences between American English (AmE) and British English (BrE) - Spelling: colour (BrE) → color (AmE); centre (BrE) → center (AmE) - Vocabulary: flat (BrE) → apartment (AmE); petrol (BrE) → gas (AmE) 3. Key Expressions - have a frog in one’s throat, wind up, go off, come across 4. 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