Unit 2 Onwards and Upwards -Using language 教案-2025-2026学年高中英语外研版选择性必修第一册

Unit 2 Onwards and Upwards -Using language 内容导航 Centered on the theme of "growth and progress", this section integrates vocabulary, grammar, listening and speaking, focusing on ing-form and infinitive as objects, and expressions of care and comfort. It guides students to apply language in real contexts and understand the significance of perseverance. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and grammar, and improve skills in listening, speaking, reading and writing. Cultural Awareness: Understand the concept of growth in different cultures and foster a positive attitude towards setbacks. Thinking Quality: Cultivate critical and logical thinking through analyzing and applying language. Learning Ability: Develop autonomous and cooperative learning strategies to enhance the ability of information processing and language application. 2. 教学重难点 Key Points: Master vocabulary related to growth and progress (e.g., aspiration, perseverance), grasp the usage and differences of ing-form and infinitive as objects, and learn to express care and comfort in English. Difficult Points: Flexibly use ing-form and infinitive in real contexts, understand the connotation of idioms about attitude, and apply language appropriately to comfort others in setbacks. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Video and Discussion. Play a short video about Liu Wei, a man who lost his arms but achieved success in playing the piano. After watching, ask students two questions: ① What difficulties did Liu Wei encounter? ② How did he overcome these difficulties and achieve success? Invite 3-4 students to share their answers in English. Then, summarize the key points of the video, emphasize the spirit of perseverance and courage in the face of setbacks, and lead to the theme of this unit "Onwards and Upwards" and the focus of Using Language—using proper language to talk about growth, setbacks and comfort. Design Intention: The video of Liu Wei is closely related to the unit theme of "growth and progress", which can quickly attract students' attention and arouse their emotional resonance. By asking questions and organizing discussions, students can activate their existing knowledge and experience about setbacks and perseverance, lay an emotional and cognitive foundation for the subsequent language learning. At the same time, it can naturally lead to the teaching content of this lesson, connecting the theme with language application. Activity 2: Vocabulary Preview. Show 10 core vocabulary words of this section on the screen, including aspiration, ambition, endeavor, determination, appreciate, enthusiastic, upset, embarrassment, perseverance, blessing. For each word, provide a simple English definition and a sample sentence related to growth and setbacks, e.g., "Perseverance means continuing to try even when something is difficult or takes a long time." Then, ask students to read the words and sample sentences aloud in pairs, and check their pronunciation and understanding. For words that students may not be familiar with, such as "endeavor" and "perseverance", explain them with simple examples in daily life to help students understand their specific meanings and usage. Design Intention: Previewing core vocabulary in advance can reduce students' difficulty in understanding subsequent listening, speaking and reading activities. Providing English definitions and sample sentences can help students master the usage of words in context, avoid mechanical memorization. Pair work can increase students' participation and ensure that each student has the opportunity to practice pronunciation and consolidate vocabulary, laying a solid language foundation for the follow-up teaching. Step 2: Grammar Focus—Ing-form and Infinitive as Objects Activity 1: Discovery and Summary. Show 6 example sentences on the screen, which are closely related to the unit theme: ① Pop art aimed to show ordinary twentieth-century city life. ② I can get tired of looking at pictures all the time. ③ My parents are fond of going to art galleries. ④ We plan to buy more paintings this year. ⑤ She is looking forward to starting art classes at her new school. ⑥ He attempted to finish the task on time. Ask students to work in groups of 4 to observe the sentences, discuss and summarize two points: ① Which verbs or verb phrases are followed by infinitive (to + verb原形)? ② Which verbs or verb phrases are followed by ing-form? After 5 minutes of group discussion, invite each group to send a representative to share their findings. Then, the teacher summarizes and sorts out the key points: Verbs followed by infinitive include aim, plan, attempt, hope, decide, etc.; Verbs or verb phrases followed by ing-form include be fond of, get tired of, look forward to, enjoy, practice, avoid, etc. At the same time, remind students of the special case: some verbs can be followed by both infinitive and ing-form, but the meaning is different (e.g., remember to do sth. vs. remember doing sth.), and briefly explain the difference with simple examples. Design Intention: Adopting the inquiry-based learning method, letting students discover the usage of grammar through observation and discussion, which is more conducive to students' understanding and memory than direct explanation by teachers. Group discussion can cultivate students' cooperative learning ability and communication ability, and make each student participate in the learning process. The example sentences are closely related to the unit theme, which can help students connect grammar learning with the theme, avoiding the isolation of grammar learning. Activity 2: Controlled Practice. Provide 15 fill-in-the-blank questions, which are combined with the core vocabulary and unit theme of this section. For example: ① She is looking forward to ______ (visit) the museum to learn more about human progress. ② He decided ______ (work) harder to achieve his ambition. ③ We should avoid ______ (make) the same mistake in our study. ④ They are fond of ______ (talk) about their dreams and aspirations. Ask students to complete the questions independently, then check the answers in pairs. For the wrong answers, ask students to analyze the reasons together, and the teacher gives targeted guidance. For example, if a student fills in "visit" in the first question, remind them that "look forward to" is followed by ing-form, so the correct answer is "visiting". Design Intention: Controlled practice is an important link in grammar learning, which can help students consolidate the grammar rules they have just summarized. The questions are combined with core vocabulary and unit theme, which can not only practice grammar, but also review vocabulary, achieving the effect of integrating vocabulary and grammar. Independent completion and pair checking can let students find their own mistakes in time, and the teacher's targeted guidance can help students solve their doubts and deepen their understanding of grammar rules. Activity 3: Semi-Controlled Practice. Organize students to carry out a "Dream Sharing" activity. Ask each student to talk about their own dreams and the efforts they need to make to achieve their dreams, using at least 3 verbs or verb phrases that are followed by infinitive or ing-form. For example: "My dream is to become a writer. I enjoy reading books every day, and I plan to practice writing articles regularly. I avoid wasting time on unimportant things, and I am looking forward to publishing my own book one day." Students can first prepare for 3 minutes, then share in groups of 4. After the group sharing, invite 2-3 students to share in front of the whole class, and the teacher comments on their performance, focusing on the correct use of grammar and vocabulary, and giving positive encouragement. Design Intention: Semi-controlled practice connects grammar learning with real communication, enabling students to apply grammar rules in practical expression, realizing the transformation from "understanding grammar" to "using grammar". The theme of "dream sharing" is closely related to the unit's "growth and progress", which can stimulate students' enthusiasm for expression, and at the same time cultivate their ability to express their own ideas in English. Group sharing and class sharing can increase students' expression opportunities and improve their oral expression ability. Step 3: Listening and Speaking—Expressions of Care and Comfort Activity 1: Listening Comprehension. Play a listening material about a dialogue between two students, Tom and Lucy. Tom failed in the national speech contest and felt upset, and Lucy comforted him. Before listening, ask students to read the listening tasks carefully: ① What happened to Tom? ② What expressions did Lucy use to comfort Tom? Then, play the listening material twice. For the first time, ask students to get the general idea of the dialogue; for the second time, ask students to complete the listening tasks and take notes of the comfort expressions used by Lucy. After listening, check the answers with the whole class, and list the comfort expressions on the screen, such as "Don't be upset. It's not a big deal.", "You have tried your best, and that's enough.", "Cheer up! I believe you can do better next time.", "It doesn't matter. Everyone has failures sometimes." Design Intention: Listening is an important part of language input. The listening material is closely related to the theme of setbacks and comfort, which can help students understand how to use English to express care and comfort in real situations. The listening tasks are designed from general to specific, which is in line with the law of listening comprehension and can help students gradually improve their listening ability. Listing the comfort expressions can help students sort out and consolidate the key language points in listening. Activity 2: Language Points Explanation. Focus on explaining the key comfort expressions and related vocabulary in the listening material. For example, explain the meaning and usage of "cheer up", "It's not a big deal", "try one's best", and provide additional examples to help students understand. For example, "When your friend is sad, you can say 'Cheer up! Everything will be better.'", "Don't worry about the exam. It's not a big deal." At the same time, explain the pronunciation and intonation of these expressions, emphasizing that when comforting others, the tone should be gentle and sincere, and demonstrate the correct pronunciation and intonation for students. Design Intention: Explaining the key language points can help students master the correct usage of comfort expressions, avoiding improper use in communication. Emphasizing pronunciation and intonation can help students improve their oral expression ability and make their comfort more sincere and natural, which is conducive to improving their communicative competence. Activity 3: Role-Play. Divide students into pairs, and assign roles to each pair: one student plays a person who encounters setbacks (e.g., failing an exam, losing a contest, being rejected), and the other student plays a friend who comforts him/her. Ask students to use the comfort expressions they have learned in the listening and explanation part, and combine the core vocabulary of this section to complete the dialogue. Before the role-play, provide 3 situational prompts for students to choose from: ① Student A failed the English exam and felt upset; ② Student A lost the school singing contest and was disappointed; ③ Student A's application for the school club was rejected and felt frustrated. Students can prepare for 5 minutes, then carry out the role-play in pairs. After the role-play, invite 2-3 pairs to perform in front of the whole class, and the teacher comments on their performance, focusing on the correct use of comfort expressions, vocabulary and grammar, as well as the naturalness of the dialogue and the sincerity of the tone. For the deficiencies, give guidance and suggestions. Design Intention: Role-play is a practical communicative activity, which can let students apply the learned language points in real situations, realizing the combination of listening and speaking. The situational prompts are close to students' daily life, which can stimulate students' enthusiasm for participation and make them better understand how to use comfort expressions in different situations. The teacher's comments can help students find their own deficiencies and improve their oral communicative ability. Step 4: Reading and Language Application Activity 1: Reading Comprehension. Provide a short passage about the Brontë sisters, who were rejected many times but persisted in writing and finally became famous writers. The passage is closely related to the unit theme of "perseverance leads to success", and contains the core vocabulary and grammar points of this section. Before reading, ask students to predict the main content of the passage according to the title "The Brontë Sisters: Perseverance Brings Success". Then, ask students to read the passage silently and complete two tasks: ① Find out the difficulties the Brontë sisters encountered; ② Underline the sentences that use ing-form or infinitive as objects and the expressions of perseverance. After reading, organize students to discuss the tasks in groups of 4, then invite groups to share their answers. The teacher summarizes the main content of the passage, emphasizes the spirit of perseverance of the Brontë sisters, and checks the underlined sentences with the whole class, reviewing the grammar and vocabulary learned in this lesson. Design Intention: Reading is an important way of language input. The passage about the Brontë sisters is closely related to the unit theme, which can not only help students consolidate the learned vocabulary and grammar, but also deepen their understanding of the theme of "perseverance leads to success". Predicting the main content can stimulate students' reading interest and improve their reading ability. Group discussion can help students exchange ideas and improve their ability of analyzing and summarizing information. Activity 2: Sentence Rewriting. Ask students to rewrite the underlined sentences in the passage, replacing the ing-form or infinitive with other appropriate forms according to the grammar rules, or changing the sentence structure without changing the meaning. For example, if the original sentence is "They kept on writing despite many rejections.", students can rewrite it as "They persisted in writing even though they were rejected many times." Or "They didn't give up writing although they faced many rejections." After students complete the rewriting independently, ask them to exchange their works in pairs and check each other's grammar and sentence fluency. The teacher randomly checks some students' works, comments on them, and gives guidance on how to make the sentences more accurate and fluent. Design Intention: Sentence rewriting can help students flexibly apply the grammar rules they have learned, improve their ability of sentence construction and language expression. Exchanging and checking in pairs can let students learn from each other and find their own mistakes in time. The teacher's comments can help students improve their writing ability and lay a foundation for the subsequent writing activity. Step 5: Writing Practice Activity 1: Writing Guidance. Ask students to write a short passage (80-100 words) with the title "My Experience of Overcoming a Difficulty". Before writing, guide students to sort out the writing ideas: ① What difficulty did you encounter? ② How did you feel at that time? ③ What did you do to overcome the difficulty? ④ What did you learn from this experience? Then, remind students to use the core vocabulary (e.g., perseverance, endeavor, determination) and grammar points (ing-form and infinitive as objects) learned in this lesson, and properly use the expressions of comfort (if necessary). Provide a sample passage for students to refer to, but remind them not to copy it, and write according to their own actual experience. Design Intention: Writing is an important way of language output, which can test students' comprehensive ability of using vocabulary, grammar and language expressions. Guiding students to sort out writing ideas can help them write more logically and smoothly. Providing a sample passage can help students understand the writing requirements and structure, and avoid writing aimlessly. Reminding students to use the learned language points can consolidate the teaching effect and realize the integration of listening, speaking, reading and writing. Activity 2: Independent Writing. Ask students to write the passage independently, and the teacher walks around the classroom to provide guidance for students who have difficulties. For example, if a student doesn't know how to express "persist in doing sth.", the teacher can remind them to use "keep on doing sth." or "persevere in doing sth."; if a student has problems with sentence structure, the teacher can give simple guidance. After students finish writing, ask them to check their own works, focusing on grammar, spelling, punctuation and the use of vocabulary and expressions. Design Intention: Independent writing can cultivate students' ability of independent thinking and language expression. The teacher's on-site guidance can help students solve their immediate difficulties and ensure that each student can complete the writing task smoothly. Self-checking can help students develop good writing habits and improve their ability of self-correction. Activity 3: Peer Evaluation and Revision. Ask students to exchange their writing works in pairs, and evaluate each other's works according to the following standards: ① Whether the content is complete and in line with the theme; ② Whether the vocabulary and grammar are used correctly; ③ Whether the sentences are fluent and logical; ④ Whether the expressions are appropriate. After evaluation, ask students to revise their own works according to their partners' suggestions. Then, the teacher collects some representative works (including excellent works and works with common problems), comments on them in front of the whole class, affirms the advantages of excellent works, and points out the common problems and improvement methods. Design Intention: Peer evaluation can let students learn from each other's strengths and find their own deficiencies, which is more acceptable than teacher's one-sided evaluation. Revising according to the suggestions can help students improve their writing ability. The teacher's comments on representative works can help the whole class summarize the common problems and improvement methods, improving the overall writing level of the class. Step 6: Summary and Extension Activity 1: Class Summary. Invite 2-3 students to summarize what they have learned in this lesson, including core vocabulary, grammar points, listening and speaking skills, and writing requirements. Then, the teacher makes a comprehensive summary, emphasizing the key points of this lesson: ① Master the core vocabulary related to growth and progress; ② Grasp the usage and differences of ing-form and infinitive as objects; ③ Learn to use English to express care and comfort; ④ Be able to write a short passage about overcoming difficulties. At the same time, review the theme of the unit "Onwards and Upwards", and encourage students to keep a positive attitude in the face of setbacks, and persist in pursuing their dreams. Design Intention: Letting students summarize the lesson can help them sort out the knowledge they have learned, deepen their memory and understanding. The teacher's comprehensive summary can help students clarify the key points of the lesson and form a systematic knowledge structure. Encouraging students can strengthen their confidence in learning English and guide them to apply the spirit of the unit theme to their daily life. Activity 2: Extension Activity. Assign an after-class task: ① Read the passage "Three Days to See" by Helen Keller (the full text of the passage is provided), and write a short reflection (50-60 words) about what you have learned from Helen Keller's spirit; ② Practice the comfort expressions learned in this lesson with your partners after class, and try to use them in real life when your friends encounter setbacks. Explain to students that this extension activity is to help them further consolidate the knowledge and skills learned in this lesson, and connect English learning with real life. Design Intention: The extension activity connects classroom learning with after-class learning, enabling students to continue to consolidate and apply the learned knowledge and skills. Reading Helen Keller's passage can further deepen students' understanding of the theme of perseverance and positive attitude, and writing a reflection can improve their ability of thinking and expression. Practicing comfort expressions after class can help students realize the practical value of English learning, improving their interest and enthusiasm in learning English. 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 $