Unit 2 Improving Yourself-Using language 教案-2025-2026学年高中英语外研版选择性必修第二册

Unit 2 Improving Yourself-Using language 内容导航 This section focuses on the past perfect passive voice, civilized behavior expressions and campus integrity education. It combines reading, listening, speaking and grammar exercises to help students master language knowledge and apply it to practice, deepening their understanding of self-improvement. 教学目标和重难点 1. 教学目标 Language Ability: Master the past perfect passive voice and expressions related to civilized behavior, and improve comprehensive language skills in listening, speaking, reading and writing. Cultural Awareness: Understand the importance of integrity and civilized behavior in different contexts, and form a sense of respect for public norms. Thinking Quality: Cultivate logical thinking through grammar analysis and critical thinking through discussing self-improvement methods. Learning Ability: Develop autonomous learning and cooperative inquiry abilities through independent practice and group activities. 2. 教学重难点 Key Points: Grasp the structure and usage of the past perfect passive voice, and be able to use it correctly in specific contexts; master expressions of civilized behavior and campus integrity, and apply them to daily communication. Difficult Points: Flexibly use the past perfect passive voice to describe past events with logical time sequence; combine language knowledge with practical scenarios to put forward reasonable suggestions on self-improvement and civilized behavior. 教学过程 Step 1: Lead-in (导入) The teacher starts the class with a question-and-answer interaction: “Do you have any habits that you want to improve? How do you plan to improve them?” Then, the teacher shows two pictures on the screen: one is a messy room with scattered homework, and the other is a clean room with neatly placed homework. The teacher asks students to describe the differences between the two pictures and guess what happened. After students share their ideas, the teacher leads out the topic of this lesson: “Today we will learn how to express past events and improve our behavior through language learning.” Design Intention: The question-and-answer interaction is closely related to students’ daily life, which can arouse their learning interest and enthusiasm, and let them naturally connect with the unit theme of “Improving Yourself”. The picture comparison can intuitively present the changes of things, lay a foundation for the subsequent learning of the past perfect passive voice, and guide students to realize the importance of behavior improvement, so as to smoothly lead into the teaching content of this lesson. Step 2: Presentation of Key Vocabulary and Phrases (重点词汇短语呈现) First, the teacher presents the key vocabulary and phrases in this section on the screen, including deadline, procrastination, spit, headphones, bin, considerate, clarify, promote, put off, hand in, come up with, be considerate of, get involved in, etc. For each vocabulary and phrase, the teacher explains its meaning, pronunciation and part of speech, and gives typical example sentences combined with the context of self-improvement and civilized behavior. For example, when explaining “procrastination”, the teacher says: “Procrastination is a bad habit. Many students often put off doing homework because of procrastination, which affects their study. We should try to get rid of procrastination to improve ourselves.” When explaining “be considerate of”, the teacher gives the example: “We should be considerate of others in public places, such as not talking loudly in the library.” Then, the teacher organizes a quick memory activity: divide students into groups of 4, and each group takes turns to read the vocabulary and phrases and make simple sentences. The group that makes the most correct and appropriate sentences wins a small reward. After the activity, the teacher checks the mastery of students, focuses on correcting the wrong pronunciation and usage of some difficult words, and strengthens students’ memory and understanding of vocabulary and phrases. Design Intention: Vocabulary and phrases are the foundation of language learning. By presenting and explaining them in combination with the unit theme, students can not only master the basic language knowledge, but also understand their practical application scenarios. The group competition activity can stimulate students’ learning motivation, make the boring vocabulary memory more interesting, and at the same time cultivate students’ cooperative learning ability. The post-activity inspection can help the teacher timely grasp the learning effect of students and adjust the teaching progress and focus. Step 3: Grammar Teaching - Past Perfect Passive Voice (语法教学——过去完成时被动语态) 3.1 Discovery and Analysis of Grammar Rules The teacher presents two sentences on the screen: “When I came home, my mother had cleaned the room.” and “When I came home, the room had been cleaned by my mother.” The teacher asks students to compare the two sentences, find out their differences and similarities, and think about the following questions: 1. What is the tense of the two sentences? 2. What is the difference between active voice and passive voice in structure? 3. When do we use the past perfect passive voice? After students discuss in groups for a few minutes, the teacher invites representatives of each group to share their views, and then summarizes and sorts out the grammar rules of the past perfect passive voice: The structure is “had been + past participle”; it is used to express an action that was completed before another past action or a certain past time; the focus is on the receiver of the action or the result of the action, rather than the doer. Then, the teacher combines the network log in the textbook to let students find out the sentences using the past perfect passive voice, underline them, and analyze their structure and meaning. For example, the sentence “One day I came home to find that my room had been cleaned, and my homework had been put right in the centre of a spotlessly clean desk!” The teacher guides students to analyze that “had been cleaned” and “had been put” are the past perfect passive voice, which express that the actions of “cleaning the room” and “putting the homework” were completed before “I came home”. 3.2 Controlled Practice The teacher arranges controlled practice activities to help students consolidate the grammar rules. The first activity is to fill in the blanks with the correct form of the given verbs. The sentences are closely related to the theme of self-improvement, such as: 1. Before I realized my mistake, my homework __________ (hand in) by my deskmate. 2. When the teacher came into the classroom, the blackboard __________ (clean) by the students. 3. He said that the plan for self-improvement __________ (work out) by his group. Students complete the exercises independently, and then the teacher checks the answers one by one, explains the wrong questions in detail, and emphasizes the key points of using the past perfect passive voice, such as the correct form of past participle and the judgment of time sequence. The second activity is picture description. The teacher shows a set of pictures about students improving their behavior, such as “students cleaned the classroom before the teacher arrived” and “students finished their homework before the deadline”. Students are asked to describe the pictures in pairs using the past perfect passive voice. After the pair discussion, the teacher invites several students to present their descriptions in front of the class, and gives comments and guidance, focusing on whether the grammar is used correctly and whether the expression is fluent. 3.3 Communicative Practice The teacher designs a communicative practice activity with the theme “My Experience of Correcting Bad Habits”. Students are asked to work in groups of 3 to share their own experiences of correcting bad habits, and use at least 3 sentences with the past perfect passive voice in their sharing. For example, a student might say: “I used to procrastinate doing my homework. One day, I found that my homework had been overdue, and I had been criticized by the teacher. Since then, I made up my mind to correct this habit. Before I go to bed every day, all my homework has been finished.” During the group discussion, the teacher walks around the classroom, observes the performance of each group, provides timely help for students who have difficulties in using grammar, and guides students to use the past perfect passive voice flexibly in communication. After the discussion, each group selects a representative to share the group’s experience with the whole class, and the teacher makes a summary and evaluation, affirming the advantages of students and putting forward suggestions for improvement. Design Intention: The grammar teaching adopts the mode of “discovery - analysis - practice - application”, which conforms to the cognitive law of students. Letting students discover grammar rules by themselves can enhance their sense of participation and memory. Controlled practice helps students consolidate the basic structure of grammar, while communicative practice connects grammar with real life, enabling students to flexibly use grammar in practical communication, thus breaking the difficulty of grammar application. The group discussion and sharing activity not only improves students’ oral expression ability, but also cultivates their cooperative learning ability and ability to combine language knowledge with life experience. Step 4: Comprehensive Language Application - Improving Behavior (综合语言运用——改进行为) 4.1 Matching and Completing Dialogues The teacher presents the signs and sentences about civilized behavior in the textbook on the screen, such as “No spitting!”, “Keep quiet!”, “Do not litter!”, etc. First, students are asked to match the signs with the corresponding sentences independently. After completing the matching, the teacher checks the answers and explains the meaning and usage of each sign, guiding students to understand the importance of abiding by public norms and civilized behavior. Then, the teacher presents an incomplete dialogue about correcting inappropriate behavior. The dialogue is between two students, talking about how to remind others to pay attention to civilized behavior in public places. Students are asked to complete the dialogue in pairs using the key phrases and expressions learned earlier, such as “It’s not permitted to...”, “You should be considerate of...”, “I would politely remind them that...”. After students complete the dialogue, the teacher invites several pairs of students to perform the dialogue in front of the class. The teacher evaluates their performance from the aspects of language accuracy, fluency and emotional expression, and guides students to use appropriate language to express their views and suggestions in communication. 4.2 Listening Practice First, the teacher introduces the listening material: it is an interview with a principal, talking about the implementation of campus integrity education activities in the school. The teacher asks students to predict the content of the interview according to the title and pictures, such as “What integrity education activities will the principal introduce?” “What effects have these activities achieved?” Then, the teacher plays the listening material twice. For the first time, students are asked to listen carefully and choose the main topic of the interview from the given options. For the second time, students are asked to listen again and complete the blanks in the listening task sheet, which includes key information such as the name of the integrity education activity, the specific content and the effect. After the listening, the teacher checks the answers, plays the key parts of the listening material again, and explains the difficult sentences and key information. Then, the teacher organizes students to discuss in groups: “What do you think of the campus integrity education activities in the interview? What integrity education activities can we carry out in our school?” 4.3 Speaking Practice - Discussion on Campus Integrity Based on the listening content, the teacher organizes a group discussion with the theme “How to Promote Campus Integrity”. Students are divided into groups of 4, and each group is assigned a specific task: 1. Put forward at least 2 campus integrity education activities; 2. Explain the specific implementation methods of the activities; 3. Discuss the significance of these activities for students’ self-improvement. During the discussion, the teacher guides students to use the key vocabulary, phrases and grammar learned in this lesson, such as “promote”, “come up with”, “get involved in”, “had been done” and so on. The teacher walks around the classroom, participates in the discussion of each group, guides students to put forward reasonable suggestions, and helps students solve the problems encountered in expression. After the discussion, each group selects a representative to make a presentation to the whole class, introducing the group’s views and suggestions. Other students can ask questions and put forward supplementary opinions after the presentation. The teacher makes a summary and evaluation, affirms the creative suggestions of each group, and emphasizes that integrity is an important part of self-improvement, encouraging students to practice integrity in daily study and life. Design Intention: This part integrates vocabulary, grammar, listening and speaking, realizing the comprehensive application of language knowledge. The matching and dialogue completion activities help students master the expression of civilized behavior and improve their ability to use language in specific contexts. Listening practice not only improves students’ listening comprehension ability, but also lets them understand the practical significance of campus integrity education, deepening their understanding of the unit theme. The group discussion and presentation activity enables students to apply the learned language knowledge to practical communication, improves their oral expression ability and cooperative inquiry ability, and guides students to connect language learning with personal growth, thus realizing the cultivation of cultural awareness and thinking quality. Step 5: Consolidation and Extension (巩固与拓展) 5.1 Consolidation Exercises The teacher arranges comprehensive consolidation exercises, including three parts: grammar filling, sentence rewriting and short passage completion. The exercises are closely related to the content of this lesson and the unit theme. For example, grammar filling requires students to use the past perfect passive voice to fill in the blanks; sentence rewriting requires students to change the active voice into the past perfect passive voice; short passage completion requires students to use the key vocabulary and phrases learned to complete a short passage about self-improvement and civilized behavior. Students complete the exercises independently. After completing, the teacher checks the answers, explains the difficult questions in detail, and summarizes the common mistakes of students, helping students further consolidate the knowledge learned in this lesson. 5.2 Extension Activity The teacher designs an extension activity: “Design a Self-Improvement Plan”. Students are asked to combine the knowledge and content learned in this lesson, think about their own shortcomings and bad habits, and design a specific self-improvement plan. The plan should include the following contents: 1. The bad habits to be corrected; 2. The specific measures to correct the habits; 3. The time arrangement; 4. The expected effect. Students are required to use the past perfect passive voice and key phrases learned in the plan appropriately. After students finish designing the plan, they exchange their plans in pairs, put forward suggestions for each other, and revise and improve their own plans. Then, the teacher invites several students to share their self-improvement plans with the whole class, and gives comments and encouragement, guiding students to put the plan into practice and truly realize self-improvement. Design Intention: Consolidation exercises help students systematically review the knowledge learned in this lesson, find out their own deficiencies, and further improve their language application ability. The extension activity connects language learning with students’ personal growth, enables students to apply the learned language knowledge to practical life, and at the same time guides students to reflect on themselves, cultivate good habits, and realize the educational significance of the unit theme. The pair exchange activity can help students learn from each other and improve their ability to evaluate and modify their own works. Step 6: Summary and Homework (总结与作业) 6.1 Summary The teacher invites students to summarize the content of this lesson independently, including key vocabulary, phrases, grammar rules and the theme of the lesson. Then, the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson: mastering the past perfect passive voice and its application, mastering the expression of civilized behavior and campus integrity, and understanding the importance of self-improvement. The teacher also encourages students to apply the knowledge learned in this lesson to daily study and life, and continuously improve themselves. 6.2 Homework The teacher assigns three levels of homework to meet the needs of different students: 1. Basic homework: Review the key vocabulary, phrases and grammar rules of this lesson, and complete the remaining exercises in the textbook. 2. Improved homework: Write a short passage of 80-100 words about your own experience of improving behavior, using at least 2 sentences with the past perfect passive voice and 3 key phrases. 3. Extended homework: Interview your classmates or family members about their self-improvement experiences, take notes, and prepare a 2-minute oral report for the next class. Design Intention: Letting students summarize independently can help them sort out the knowledge system and improve their ability to summarize and induce. The hierarchical homework takes into account the differences of students’ learning levels, so that every student can gain and improve in their homework. Basic homework helps students consolidate the basic knowledge, improved homework helps students improve their writing ability, and extended homework helps students expand their learning scope, improve their oral expression ability and practical application ability, and lay a foundation for the next class. 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 $